Participants will be given updates from the Department for Education and learn from a range of best practice case studies from leading schools, teaching schools alliances, subject associations and universities who have demonstrated excellence in implementing continuing professional development.

08:45

Registration, Refreshments and Networking

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09:30

Chair's Welcome Address

Dr Sue Brindley, Senior Lecturer in Education and PPD Programmes Manager, Faculty of Education,University of Cambridge (invited)

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09:40

Morning Keynote: Embedding Excellent Professional Development Standards in All Schools

• Detailing the Standard for Teachers’ Professional Development which defines a minimum level of CPD practice expected; Reflecting on how its key ideas are being embedded in practice
• Outlining the main areas of focus for the Teaching and Leadership Innovation Fund (TLIF) such as leadership, managing challenging pupil behaviour, STEM subjects and phonics
• Examining how the Standard will promote both high quality professional development and recruitment as well as retention of teachers, including those returning to the profession
• Highlighting the importance of offering subject-specific CPD alongside general pedagogical training and development

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

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10:00

Special Keynote: Reviewing What Works in Delivering Effective Teacher CPD

• Sharing insights and analysis from the most recent research into the extent, nature and impact of subject specific teaching, including CUREE’s February 2018 report published with the Wellcome Trust, Developing Great Subject Teaching
• Highlighting best practice in developing collaborative and enquiry-led CPD programmes which research suggests have positive impact on  teachers’ attitudes and beliefs, teaching strategies, students’ attitudes and behaviour and students’ achievement
• Examining the features of effective future leadership development such as programmes which highlight the need for teachers to interpret and adapt research findings and learning outcomes for use across different classroom contexts
• Analysing the benefits of drawing on external support and networks such as Teaching School Networks and subject associations

Philippa Cordingley, Chief Executive, CUREE (invited)

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10:20

Key Supporter Session

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10:40

Questions and Answers Session

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11:00

Refreshments and Networking

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11:20

Case Study: Developing a Whole School Programme for Increasing Retention and Enhancing Career Progression

• Providing an overview of the Transforming Teaching programme, and its outcomes and selection criteria for school leaders who wish to enrol
• Sharing insights gained from the process of successfully bidding for an award from the Teaching and Leadership Innovation Fund (TLIF)
• Examining the benefits of adopting a whole school approach to improving teaching, retention and career progression, and how this can be implemented
• Explaining how teachers with leadership potential, including NQTs can be identified and supported in their development

Katy Patten, Associate Dean, Institute for Teaching (CONFIRMED)

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11:40

Case Study: Unlocking Senior Leadership Potential

• Highlighting best practice in identifying leadership potential, for example by developing a culture in which all staff are given some leadership opportunities
• Explaining how Queen Elizabeth Grammar School created a leaner and more effective senior leadership team by distributing SLT responsibilities to middle leaders
• Examining the role of SLT in ensuring there are accessible and transparent pathways for career progression within the school
• Providing an overview of how the school ensures CPD is adequately resourced within budgetary constraints

Paul Buckland, Head Master, Queen Elizabeth Grammar School(invited)

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12:00

Questions and Answers Session

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12:20

Lunch and Networking

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13:20

Afternoon Keynote: Identifying and Overcoming the Barriers to Delivering Excellent Professional Development

• Sharing key insights from the Teacher Development Trust’s analysis of CPD spending in schools including the existence of significant regional variations
• Reflecting on why teachers in England are undertaking relatively low levels of training and development in contrast to countries with comparable education systems
• Narrowing this gap by expanding development budgets to drive staff development as well as recruitment, retention, wellbeing, and school improvement
• Moving away from one-day and stand-alone CPD activities towards more structured and sustained programmes in which teachers work together collaboratively
• Suggesting the next steps to enhance and future-proof the CPD landscape

David Weston, Chief Executive, Teacher Development Trust (CONFIRMED)

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13:40

Special Keynote: Providing High-Quality, Evidence-Informed Development Opportunities across the Teaching Profession

• Widening access to routes into leadership positions through effective talent identification and management, succession planning and a culture of mentoring
• Developing local, thematic and hub networks to help the Chartered College build up a professional knowledge base and bring together members to work on professional development
• Examining the advantages of professional development opportunities being teacher-led with a focus on peer-to-peer learning to help build shared confidence and trust
• Working closely with subject associations to drive teacher education and development maximise

Miriam Davey, Head of Publishing, and Sarah Harrison, Teacher Development Programmes Manager, Chartered College of Teaching (CONFIRMED)

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14:00

Case Study: Delivering Outstanding CPD as Part of a MAT

• Outlining the relationship between outstanding CPD and boosting teacher retention
• Explaining how the school develops ‘lead practitioners’ to identify common areas for development which are fed back to the SLT and used to develop relevant and tailored CPD
• Highlighting best practice in setting clear learning outcomes and demonstrating the rationale of each CPD initiative
• Sharing examples of how collaboration is fostered, for example through relevant work-based projects which staff present to the other trust schools

Jason Wing, Executive Principal, Neale-Wade Academy (invited)

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14:20

Questions and Answers Session

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14:40

Refreshments and Networking

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15:00

Case Study: Effectively Targeting Support to Develop Future Subject Leaders

• Detailing the development of the DfE-funded Future Physics Leaders (FPL) programme which involves working with teachers in areas designated as ‘social mobility cold spots’ and supporting schools to attract and retain more physics NQTs
• Explaining how the programme offers matched timetables, where teachers have a high amount of physics and/or repetition of year groups and subject specific mentoring
• Highlighting the benefits of subject knowledge enhancement (SKE) courses which operate through Teaching School Alliances (TSA) and help teachers to develop their subject knowledge and increase their confidence in the classroom
• Partnering with the Science Learning Network to develop the Stimulating Physics Network which supports early career physics teachers through needs analysis, light-touch mentoring and innovate CPD workshops

Paul McDonald, Project Officer – Future Physics Leaders Programme, Institute of Physics (invited)

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15:20

Case Study: Providing High Quality Training for School Staff - A Teaching School Perspective

• Explaining the process involved in successfully applying for Teaching School status and joining a Teaching School Alliance (TSA) and the benefits this has brought to the school
• Highlighting best practice in collaborating with other schools and strategic partners to improve development opportunities, engage in research and development activities and recruit and retain more teachers
• Deploying specialist leaders of education (SLEs) to support individuals and teams in other schools to develop their leadership capability and capacity to lead their own teams and improve practice in their schools
• Identifying leadership potential and supporting headship recruitment through effective succession planning including regular needs assessments

Mike Donoghue, Headteacher, John Taylor High School (invited)

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15:40

Case Study: The Role of Universities as Key Partners in Maximising Teachers’ Long-term Learning and Development

• Employing research into teacher learning and development to embed innovative and evidence-based approaches within schools
• Highlighting the work of the Centre for Science Education including the co-located Science Learning Centre for Yorkshire and the Humber which provides access to modern laboratories to facilitate comprehensive CPD for science teachers
• Running a series of scheduled and bespoke courses for primary, secondary and post-16 sectors through a network of satellite schools aimed at teachers across a range of subject areas
• Working in partnership with Teaching School Alliances, clusters, local authorities, subject associations and industry partners to ensure programmes incorporate the most up to date subject knowledge, teaching approaches and ideas

Professor Samantha Twiselton, Director, Sheffield Institute of Education (CONFIRMED)

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16:00

Questions and Answers Session

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16:20

Chair Summary and Close

*Programme subject to change

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