further & higher education

Improving Standards of Further Education Teaching Through Continuing Professional Development

further & higher education

08:40 - 16:20

Thursday 28 February 2019

Hallam Conference Centre, Central London

This Forum provides attendees with the opportunity to discuss the importance of developing effective CPD programmes across Further Education (FE) to raise teaching standards and improve attainment. Delegates will also hear directly about the £8 million T Level Professional Development Programme designed to boost teachers skills and knowledge ahead of the introduction of T Levels from 2020.

In addition participants will also hear from best practice case studies about the importance of partnership working between the FE and Higher Education (HE) sectors to strengthen teacher training and discuss the importance of implementing the Education and Training Foundation’s Professional Standards.


This Forum is specifically designed for the Further Education Sector. Job titles will include:

  • Principals
  • Vice Principals
  • Headteachers
  • Deputy and Assistant Headteachers
  • Teaching and Learning Advisers
  • Heads of Improvement
  • Curriculum Leaders
  • Corporate Directors for Education
  • Human Resources Managers
  • Lecturers
  • Course Directors
  • Teacher Training Coordinators

This Forum is open to Schools, Higher Education Institutions, Local Authorities as well as the Private Sector to encourage discussion and networking.

Key Speakers Confirmed:
  • Sue Lovelock, Deputy Director for T Level Delivery, Department for Education
  • Steve Frampton, President, Association of Colleges
  • Paul McKean, Head of Further Education and Skills, Jisc
  • Julie Gibbings-Garrett, Head of Teaching, Learning and Assessment, and Tricia Odell, Head of QTLS and ATS, Education and Training Foundation
  • Stella Mbubaegbu CBE, Fellow, Chartered Institution for Further Education and Principal and Chief Executive, Highbury College
View the agenda and additional speakers

Over 60% of FE teachers spend no time at all on CPD according to data published in the 2017 Further Education (FE) Workforce Data For England report by the Education and Training Foundation. Furthermore, of those undertaking CPD activities, an average of only 15 hours per year is spent on professional development. This has been a cause for significant concern among the sector, both for the quality of teaching and learning, as well as for staff engagement and development particularly with the introduction of the T Levels in 2020.

Furthermore, the Department for Education (DfE) has highlighted the need to ensure FE teaching staff are reaching their full potential, if the UK is to fulfil its potential in building a world-class skills system. A new DfE-funded £8 million T Level Professional Development Programme, being developed by the Education and Training Foundation (ETF), will help teachers prepare for the roll out of the T Levels in 2020 and offer an opportunity for them to update their industry knowledge. The University and College Union (UCU) has described CPD as “essential”, urging college leaders to ensure that all teaching staff have the opportunity to keep up to date with pedagogical developments. While external training opportunities tend to be the chosen method, more must be done to enhance internal development, both to broaden opportunities to a wider range of staff, and to enhance data collection around CPD being undertaken.

The Professional Standards for teachers and trainers, developed by the Education and Training Foundation in consultation with practitioners and providers from across the FE sector, offer a benchmark for what is expected from teaching staff. This clear structure provides a base for providers to develop a well thought-out CPD programme for staff, although at present utilisation is limited.

Without investing in effective CPD opportunities for staff, the FE sector will face numerous issues as it transitions to the T Levels system from 2020. It is therefore imperative that college leaders and the FE sector as a whole places greater emphasis on an investment into professional development for all teaching staff to ensure that the FE sector is able to provide students with the skills they need in today’s ever changing workplace.

Steve Frampton, President, Association of Colleges

The first in his family to enter Post 16 education, Steve gained a 1st Class Hons BSC in Geography, Geology, and Archaeology at Leicester University in 1979 and later obtained PGCE Distinction at Keele University. The following decade saw teaching roles at Prices College, Fareham, with Steve writing the CEE syllabus for Archaeology, and becoming the Chief Examiner for A Level Geography.  During this time, he also became a published author. In the nineties, posts as Head of Humanities and Earth Sciences at Peter Symonds College, Winchester followed, along with the role of PTRI for ALI, FEFC and then Ofsted before becoming Vice Principal of St Vincent College.

From 2005 until August 2018 Steve was Principal of Portsmouth College, a very rapidly growing and innovative stand-alone community SFC and winner of the AoC Beacon for Collaboration (2010) and the Use of Technology to Improve Learning (2017). 2016 saw Steve and the college featured in the business and leadership bestseller by Chris Lewis “Too Fast to Think”.

2017 saw Steve’s extensive career being recognised at the highest level, with the awarding of a MBE for Services to Education in the Queen’s New Year Honours. In August 2018 Steve was appointed President of Association of Colleges. Also, as Chair of AoC Create and AoC Sport Board, and the ETF (PSPEP).



Paul McKean, Head of Further Education and Skills, Jisc

Paul McKean is the Head of Further Education and Skills at Jisc. Paul provides Jisc with strategic direction around its work in Further Education and Skills. He works with colleagues across Jisc, funders from the four nations, sector bodies and learning providers, to ensure Jisc helps its members and their staff, utilise technology, so they can meet the needs of the variety of learners and employers the FE and skills sectors support.

Paul knows the FE sector well. He was a mature FE student who retrained in multimedia and web design became a FE lecturer, then manager and continued his studies achieving an MSc in elearning and multimedia some years later.



Sue Lovelock, Deputy Director for T Level Delivery, Department for Education

Sue is Department for Education’s Deputy Director for T Levels Delivery, with responsibility for development and delivery of T Level. Her team are responsible for working with colleges to ensure they’re ready to deliver T Levels from 2020 onwards, leading on industry placements support and policy, communications and stakeholder engagement. My team works closely with Mike Davies’s T Levels development Division, which has responsibility for T Levels policy and the commercial and procurement of single licensing.

She joined the Civil Service as a fast streamer in DfT in 2003. She worked in DCLG for over 10 years in a range of roles with responsibility for homelessness, preventing repossessions, housing strategy, and planning. Sue joined DfE in June 2017 to lead delivery of T Levels.



Julie Gibbings-Garrett, Head of Teaching, Learning and Assessment, Education and Training Foundation

Julie started her career as a Citizenship teacher and taught in a challenging secondary school in Hertfordshire. Over the last 14 years, she has worked for educational charities where she has developed and run programmes, delivered training and written teaching resources for teachers and trainers across the FE and school sectors. In her current role at the Education and Training Foundation Julie leads the Outstanding Teaching, Learning and Assessment (OTLA) programme and Professional Exchange Network. She is passionate about using research evidence at all levels to develop teachers and enable them to get the best outcomes for their learners.



Dr David Powell, Director, Education and Training Consortium, University of Huddersfield

David started his further education (FE) teaching career at Stafford College in 1986 (his father taught Graphic Design there from 1964-1994), moving into senior management and staff development before becoming a teacher educator. He is presently director of the Education and Training Consortium, an initial teacher education partnership between some 20 FE colleges and the University of Huddersfield. David’s doctorate researched FE-based teacher educators’ use of modelling and how their student teachers learned how to teach. David is the editor of Teaching in Lifelong Learning, a journal to inform and improve practice aimed at the further education sector.  He is part of a team recently awarded a contract by the Welsh Government to scope a professional learning framework for Post 16 teachers and trainers in the principality.




Alfred Cardona, Director of Quality and Transforming Learning, Barking and Dagenham College

Alfred Cardona has over 20 years’ experience as a curriculum, quality and   teaching and learning development specialist.

His work has contributed to improvements to learning experiences and outcomes for learners in varied FE contexts.

Alfred’s work has involved integrating assurance and improvement mechanisms, maintaining a focus on individual progress and research into pedagogy whilst motivating professional communities to build resilience and responsiveness through structured sharing of practice.

Key to this work, has been supporting digitisation of business processes and approaches to learning and empowering teachers to take full control of the digital possibilities afforded by technological developments to future-proof success.



Samantha Jones, Advanced Practitioner, Teacher Development and Scholarship, Bedford Research College

Sam has worked as an Advanced Practitioner in FE for 13 years.  She is a PhD student in the Education Department at Cambridge University, researching vocational lecturers’ knowledge.

Sam chairs Bedford College Group’s research network.  She is the convener for both the Beds, Herts and Bucks branch of the Learning and Skills Research Network and the British Educational Research Association’s Special Interest Group in Post-Compulsory Education.

In 2017 Sam organised, with the support of the NEU/ATL union, the inaugural ‘researchmeet’ for the sector; an opportunity for the sectors’ practitioners and practitioner-researchers to meet, share and collaborate.



Tricia Odell, Head of QTLS and ATS, Education and Training Foundation

As a qualified teacher and teacher trainer with over 20 years’ experience, Tricia has been committed to supporting quality improvement in the further education and skills sector.

She is Head of QTLS and ATS at the Education and Training Foundation, responsible for the day to day management of these programmes as well as their ongoing strategic development. A reformed QTLS was launched in September 2016 and a new Advanced Teacher Status was introduced in October 2017. She also led on the development of the 2014 Professional Standards on behalf of the Foundation.

Tricia is currently undertaking an Education Doctorate and her thesis is focusing on collaborative models of professional development in further education settings.




Registration, Refreshments and Networking


Chair’s Welcome Address

Professor David Greatbatch, Co-Author, Department for Education’s Teaching, Leadership and Governance in Further Education Research Report (CONFIRMED)


Morning Keynote: Successfully Improving Teaching and Learning

  • Outlining the current landscape of further education, including barriers faced and new opportunities, such as through the new Ofsted framework
  • Listening to and learning from our students
  • Establishing a college culture of  learning
  • Ensuring inclusive leadership at all levels
  • Discussing best practice in teacher recruitment and retention: Delivering effective CPD and “growing your own”
  • Exploring the potential contribution of technology
  • Examining collaborative partnership working within and between organisations
  • Developing the essential skills for progression and employability within our teaching

Steve Frampton, President, Association of Colleges (CONFIRMED)


Questions and Answers Session


Special Keynote: Utilising the Power of Education Technology to Raise Teaching Standards

  • Outlining the key findings from the September 2018 report Breaking through: stories of effective digital practice from UK further education (FE) and skills
  • Understanding the need for FE institutions to embark on a digital-first strategy to allow all students access to edtech, and how to incorporate teacher CPD into this strategy to ensure teachers are using technology effectively
  • Overcoming the barriers to improving staff skills around technology, including lack of funding and time, by looking at how budgets can be re-prioritised and exploring JISC’s building digital capabilities service
  • Bringing staff in line with industry needs and expectations: Upskilling FE teachers’ vocational abilities to ensure students are provided with the necessary learning experience to plug skills gaps in industry when leaving FE

Paul McKean, Head of Further Education and Skills, Jisc (CONFIRMED)


Questions and Answers Session


Special Keynote: Introduction to T Levels and Technical Education Reform

  • Background to the Sainsbury Panel Review
  • Features of T Levels
  • How T Levels are different from previous reforms to technical education
  • Progression from T Levels
  • Next steps and timescales for T Level roll out

Sue Lovelock, Deputy Director for T Level Delivery, Department for Education (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Special Keynote: Facilitating the Development of Best Practice Teaching Methods

  • Collaborating with employers to support subject-specific professional development, ahead of the T Levels roll out in 2020
  • Using action research to improve teaching and learning, particularly in relation to the T Levels
  • Gaining provider insight and lessons learned in utilising action research to improve teaching methods

Julie Gibbings-Garrett, Head of Teaching, Learning and Assessment, Education and Training Foundation (CONFIRMED)


Case study: High Quality FE-Based Initial Teacher Education and High Quality FE Teaching - A Partnership Between FE and HE

  • Research on “expert” teachers and its relevance for FE-based initial teacher education and CPD
  • “Becoming” and “being” an FE-based teacher educator
  • The value of an initial teacher education partnership with an HEI for FE-based teacher educators and teacher education

Dr David Powell, Director, Education and Training Consortium, University of Huddersfield (CONFIRMED)


Case Study: Delivering Outstanding Teaching and Learning Practices through Effective Staff Development

  • Creating an Ofsted ‘Outstanding’ innovative teaching and learning environment, by working with employers and integrating STEM across the curriculum, as recognised at the Tes FE Awards
  • Discussing preparations for the T Levels roll out, and how to strengthen partnerships with employers to enhance staff development opportunities ahead of 2020
  • Sharing best practice in facilitating partnership working between staff to overcome workforce challenges, including by encouraging peer-to-peer pedagogy development and support
  • Understanding how STEM has become a compulsory strand of curriculum planning, and the staff development opportunities that have been put in place to ensure all teachers are equipped to support students in this key area
  • Outlining the successful project-based learning approach that creates real-world situations for student’s to gain essential employment skills including problem-solving and use of technology

Alfred Cardona, Director of Quality and Transforming Learning, Barking and Dagenham College (CONFIRMED)

Winners of the Best Teaching and Learning Initiative Award, Tes FE Awards 2018


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Instilling Excellence Across Further Education and Skills Training Providers

  • Outlining the role of the Chartered Institution for FE in developing the potential and reputation of the FE sector, including by highlighting achievements
  • Sharing advice in overcoming challenges in delivering an outstanding FE learning experience, including how to demonstrate inspiring teaching during inspections, and ensure students improve maths and English skills in a timely manner while completing their apprenticeships
  • Considering how to maintain and promote excellence in FE in post-Brexit UK, including by targeting key sectors to partner with and develop staff teaching skills in these areas
  • Successfully engaging FE skills providers in local regeneration schemes to both support the local economy and talent generation and retention

Stella Mbubaegbu CBE, Fellow, Chartered Institution for Further Education and Principal and Chief Executive, Highbury College (CONFIRMED)


Case Study: Developing Research-Based Continued Learning Opportunities for Further Education Teachers

  • Outlining the journey to establishing a cross-college research network to share best practice teaching practices, interventions and development pathways
  • Developing a strong relationship between researchers and practitioners
  • Advising others in FE settings on models for creating a community between researchers and practitioners to improve pedagogies, including the #FEResearchmeet movement

Samantha Jones, Advanced Practitioner, Teacher Development and Scholarship, Bedford Research College (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Workshop: Delivering the Professional Standards for Further Education Teachers

  • Summarising the core components of the Professional Standards: Values and attributes, knowledge and understanding, and skills
  • Understanding the benefits of having a common set of expectations for all teachers in the sector, and discussing how to implement the Professional Standards Framework in different settings
  • Encouraging teachers to draw on research to inform their evidence-based practice, by providing access to the latest resources
  • Developing teachers to be experts in teaching and learning as well as vocational specialists by recruiting from a diverse candidate pool and delivering frequent continued learning opportunities after ITT
  • Discussing methods for constructively challenging staff to evaluate their practice and methods for motivating learners
  • Collaborating with employers to ensure up to date teaching and training expertise, and vocational skills

Tricia Odell, Head of QTLS and ATS, Education and Training Foundation (CONFIRMED)


Questions and Answers Session


Chair’s Summary and Close

*Programme subject to change

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