further & higher education
local government
primary & secondary education

Improving Standards of Teaching Through Continuing Professional Development

further & higher education

local government

primary & secondary education

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:
  • Gemma Payne, Teacher CPD Policy Lead,  Department for Education (DfE)
  • Adrian Dougherty, Director of Member Experience and Community, Chartered College of Teaching
  • Phil Naylor, CPD Expert Adviser, Teacher Development Trust
  • Jennifer Murphy, Director, Wade Deacon Trust Teaching School and Lead, Innovation Enterprise Alliance
  • Dr Jim Rogers, Director of Professional Development, and Lee Edmonds, Operational Lead for Professional Development, The White Horse Federation
  • Dr Geoff Stevenson, Area Director, Lancashire and West Yorkshire, Ambition Institute
  • Richard Burrows, Assistant Principal, and Leah Maddison, Lead Teaching and Learning Champion, Healing School
  • Alan Kinder, Chief Executive, The Geographical Association (GA)
  • Jennifer Simmonds, Principal Lecturer in Education and Mentor & Coaching Development Lead, Faculty of Education & Children’s Services, University of Chester
Media Partners
View the agenda and additional speakers


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: 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)


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)


Sponsored Session: Personalising Professional Development - How Online and Blended Learning Can Make a Difference

  • Creating a culture that values continued professional development and flexible working
  • Using an agile approach to personal development
  • Developing a blended programme or framework that keeps it relevant and personal
  • Supporting recruitment and retention with innovative programmes like Straight to Teaching
  • Providing early career support that grows and retains new teachers

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


Questions and Answers Session


Refreshments and Networking


Special 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

Gemma Payne, Teacher CPD Policy Lead,  Department for Education (DfE) (CONFIRMED)


Case Study: Using Evidence to Inform and Evaluate CPD Models

  • Discussing the importance of evidence informing, not leading, professional development
  • Understanding how to critically engage with evidence and data, questioning and understanding context and exploring the limitations of data when informing decision making
  • Developing a ‘bottom-up’ approach to whole school or MAT professional development
  • Sharing a simple but effective CPD review tool, linking evidence of need, to professional development and evidence of impact

Dr Jim Rogers, Director of Professional Development, and Lee Edmonds, Operational Lead for Professional Development, The White Horse Federation (CONFIRMED)


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

Dr Geoff Stevenson, Area Director, Lancashire and West Yorkshire, Ambition Institute (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
  • Outlining the contents of the Post Graduate Certification in Coaching and Mentoring, delivered through weekend schools
  • Considering the needs of teachers, SLTs and pupils when developing the PGCert
  • Discussing how to overcome the financial barriers of providing CPD, with the help of HEIs

Jennifer Simmonds, Principal Lecturer in Education and Mentor & Coaching Development Lead, Faculty of Education & Children’s Services, University of Chester (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: 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 Teaching and Learning Team 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


Chair’s Summary and Close

*Programme subject to change

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 Chartered 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.

Dr Geoff Stevenson, Area Director, Lancashire and West Yorkshire, Ambition Institute

Geoff leads a team at Ambition Institute to develop partnerships across Lancashire and West Yorkshire, supporting schools and trusts to develop excellent teaching and leadership. Before this he worked on senior leadership programmes with The Future Leaders Trust for five years. Geoff has served as a governor and chair of governors, and is currently a director for a primary MAT in Manchester. He has a PhD in Philosophy from the University of Manchester, is married to a primary teacher and has two children.

Ambition Institute are a graduate school for teachers, school leaders and system leaders, serving children from disadvantaged backgrounds. Their programmes support educators at every stage – from new teachers through to leaders of groups of schools – to keep getting better.


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