further & higher education
local government
primary & secondary education

Improving Standards of Teaching Through Continuing Professional Development

further & higher education

local government

primary & secondary education

08:45 - 16:10

Tuesday 14 May 2019

Central Manchester

This Forum provides a timely opportunity, in light of the ongoing teacher recruitment and retention crisis, for participants to discuss the current and future landscape of teachers’ professional development. Sector leaders will offer insights into the latest policy developments, while best practice case studies will provide attendees with the chance to examine successful strategies for delivering outstanding CPD opportunities for teachers at every stage of their career, including how to overcome time, workload and financial barriers.


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

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

This Forum is open to Schools, Local Authorities, Higher Education Institutions, as well as Further Education providers to encourage discussion and networking.

Key Speakers Confirmed:
  • Adrian Dougherty, Director of Member Experience and Community, Chartered College of Teaching
  • Phil Naylor, CPD Expert Adviser, Teacher Development Trust
View the agenda and additional speakers

Teacher retention has become a significant issue for the education sector, with 9.9% leaving the profession in 2017. Lack of support and investment in professional development is a key driver of this trend, as teachers struggle with mounting workloads and less time to spend on developing and delivering quality pedagogy, especially compared to international rates of CPD. Teachers in Singapore are entitled to 100 hours of professional development per year for example, ensuring their teaching is up-to-date and pedagogy is consistently improved.

The Department for Education (DfE) has responded to the need to reverse this trend by publishing the Standard for Teachers’ Professional Development in 2016, alongside implementation guidance for schools, demonstrating a commitment to supporting teachers and school leaders to improve and expand CPD opportunities. In addition, the DfE’s Teaching and Leadership Innovation Fund (TLIF) is supporting the provision of new ways to deliver CPD for all levels, including specific subject knowledge enhancement opportunities. The Charted College of Teaching is also working to promote best practice teacher CPD both through offering a career-long professional development pathway for teaching excellence, as well as through encouraging peer-to-peer support among practitioners.

If domestic pupils are to compete with the levels of international educational attainment, domestic teachers will need more support to deliver the best possible teaching and learning environment.

The onus is now on teachers and senior leadership teams to harness and effectively utilise the evidence-based materials available from the DfE and other sector leaders, and build this into a progressive professional development offer for all teachers working in their educational setting. This will ensure that CPD opportunities are targeted and tailored towards the needs of individual teachers, the school setting, and the wider region.


Registration, Refreshments and Networking


Chair’s Welcome Address

Dr Emily Perry, Deputy Head, Centre for Development and Research in Education and Head of Knowledge Exchange, Sheffield Institute of Education, Sheffield Hallam University (CONFIRMED)


Morning Keynote: Outlining the Government’s Vision for Delivering Outstanding Teacher Development

  • Summarising the key features of the Standard for Teachers’ Professional Development, and how SLTs, teachers and professional development specialists can work together to ensure the Standard is met
  • Looking at how the £75 million Teaching and Leadership Innovation Fund is being used to address key themes of professional development that will raise standards of teaching and learning, including by developing subject specialists
  • Sharing updates on the delivery of £5 million funding for a work-related sabbaticals pilot, encouraging both teacher retention and development
  • Understanding the critical role schools have to play in offering effective CPD pathways in an attempt to tackle the retention crisis

Gareth Conyard, Deputy Director, Teacher Workforce Development, Department for Education (DfE) (invited)


Special Keynote: Ensuring that Teacher Professional Development is Evidence-Based

  • Outlining what evidence-based professional development for teachers looks like, the role of the Chartered College in developing effective programmes
  • Adivising schools on how to best utilise, as well as gather, evidence to inform CPD plans
  • Discussing how school leaders can effectively support all teachers to ensure they feel invested in the school ethos and teaching profession itself
  • Working to raise the status of the profession through high quality professional development opportunities, and subsequently attracting teachers from other professions in later life
  • Sharing case studies to promote flexible working for teachers, and how this can help create more scope for professional development
  • Discussing insights from the CCoT and TDT TLIF-funded Accelerator Programme being delivered in Opportunity Areas and category 3 and 4 schools

Adrian Dougherty, Director of Member Experience and Community, Chartered College of Teaching (CONFIRMED)


Sponsored Session

Jackie Hill, Tes Institute Ambassador: Programmes & Partnerships, TES Institute (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Taking a Collaborative Approach to Developing an Innovative CPD Strategy

  • Sharing the journey to creating a cross-phase, cross-regional alliance with strategic school, HE, FE and local authority partners that contribute to aspects of teaching and learning provisions, including teacher CPD
  • Highlighting the importance of a mission statement that establishes a shared ethos for all partners within this structure of educational support, and how CPD can be built into this
  • Discussing best practice in developing bespoke subject-specific network programmes for maths and English, utilising expertise from across the alliance to improve the quality of teaching and learning for KS2-5
  • Understanding how the partnership has allowed schools to offer National Professional Qualifications as an extension of the CPD offer, including for Middle Leadership, Senior Leadership and Headship
  • Demonstrating the impact of strategic CPD for senior leaders to understand the benefits of investment, including through lesson walks, lesson observations and the ‘reflective process’

Jennifer Murphy, Director, Wade Deacon Trust Teaching School and Lead, Innovation Enterprise Alliance (CONFIRMED)


Case Study: Effectively Delivering Coaching Opportunities Across an Alliance

  • Sharing research conducted across 8 of the Alliance’s 14 partners to identify how cross-institutional coaching can be best utilised to raise staff performance and pupil attainment
  • Discussing the GROW model used with teaching staff throughout the research process: Grow, Reality, Options, Will
  • Understanding how and why the TSA has maintained the same training provider across each school to deliver effective research-based and non-judgemental coaching practice
  • Sharing lessons from working with Sheffield Hallam University to better understand the theoretical and practical needs of teacher professional development
  • Highlighting the sustainability of this model which only requires time investment, rather than financial, and how it has encouraged retention with 50% of coachees in the first cohort subsequently achieving middle leadership promotions

Tim Freeman, Director, Blackpool Fylde Coast Teaching School Alliance (TSA) (invited)

Featured Case Study in the Department for Education’s ‘What Makes Great Professional Development – Research Case Study’ report


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Tackling Barriers to Deliver Tailored Development Opportunities for Teachers

  • Addressing the educational attainment gap across the North, and how professional development for teachers can help to close this gap by tailoring opportunities to regional needs
  • Exploring how to improve the budgeting of time, money and other resources to better prepare and deliver professional development for teachers, such as by reconsidering lesson planning and marking practices
  • Advising school leaders on how to effectively build CPD into the timetable for teachers for a more consistent development approach rather than hosting occasional one day events
  • Taking lessons and international best practice from countries across the world with comparable education systems, who invest more in teacher CPD, to implement in the UK

Phil Naylor, CPD Expert Adviser, Teacher Development Trust (CONFIRMED)


Case Study: Cultivating High-Performing Teachers Through Effective CPD

  • Exploring the role of headteachers and SLTs in determining the CPD needs within their school and identifying staff with leadership potential, while also engaging in professional development themselves
  • Discussing research around what motivates teaching staff and how they feel they can work most effectively for the benefit of pupils and their performance, and offering tailored CPD opportunities accordingly
  • Understanding departmental leadership needs, and what CPD can be offered to teachers to cultivate ‘home-grown’ talent within a school, increasing performance as well as retention
  • Considering how to develop and implement quality professional development during times of financial constraint across the sector, such as by promoting regional peer-to-peer support and learning networks

Sean Finch, School Partnerships Manager, Ambition School Leadership/Institute for Teaching (CONFIRMED)


Case Study: Placing Professional Development at the Heart of School Life

  • Highlighting the importance of senior leadership teams tracking, structuring and evaluating CPD methods to ensure a clear impact on standards of teaching and learning
  • Encouraging members of all learning groups to utilise resources provided by the SLT to regularly log learning, review the effectiveness of CPD and consider the impact it is having in the classroom to ensure continuous improvement
  • Sharing effective methods for ensuring CPD theory and practice are well connected, including through observations, reflection lessons, and shared planning activities
  • Improving self-assessment initiatives for teachers to better articulate the development opportunities they feel would be most beneficial, and adapting CPD approaches accordingly

Richard Burrows, Assistant Principal, and Leah Maddison, Lead Teaching and Learning Champion, Healing School (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Working in Partnership to Access Funding and Develop Subject-Specific CPD

  • Outlining the GA’s partnership with the Association for Science Education and how the organisations are working together to provide free CPD for primary and secondary school teachers
  • Exploring how the TLIF fund builds teacher confidence and capability in knowledge application and the critical use of evidence and how impact will be demonstrated
  • Explaining why and how this training is targeted at priority areas and priority schools
  • Accessing DfE TLIF second round funding: Making a successful bid

Alan Kinder, Chief Executive, The Geographical Association (GA) (CONFIRMED)


Case Study: The Role of Higher Education in Working in Partnership with Schools to Deliver Outstanding CPD Opportunities

  • Successfully developing relationships with schools, teachers and wider educational organisations to provide accessible and inclusive professional development opportunities for teachers at every stage of their career
  • Discussing how teacher CPD fits into UCL’s widening participation agenda, and how to overcome financial barriers to provide free activities, as well as offer school cover costs and accommodation for attendees
  • Improving SKE and pedagogy through teacher masterclasses, and offering to further personalise courses to be delivered in individual schools, with an additional focus of supporting gifted and talented pupils
  • Promoting the free Professional Learning Network as a best practice model for delivering CPD: Regular ‘Teacher Takeaway’ twilight CPD sessions, online courses, and encouraging involvement in developing the CPD content based on teacher needs, alongside researchers and HE experts

Senior Representative, Teacher Engagement Team, UCL (invited)


Questions and Answers Session


Chair’s Summary and Close

*Programme subject to change


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