As part of the #ECSeries, Professor Dame Alison Peacock will talk about how we can benefit all children through building a culture of collaboration and shared professional expertise.  She will describe her own research into inclusive learning underpinned by trust and co-agency.  She will illustrate her talk with stories that support truly inclusive practice, enabling all children (and staff) to thrive and flourish.

There will be an opportunity for Q&A after the presentation.

Our Presenter

Professor Dame Alison Peacock DBE DL DLitt, Chief Executive Officer, Chartered College of Teaching – Professor Dame Alison Peacock is the Chief Executive of the Chartered College of Teaching, a Professional Body that seeks to raise teacher status through celebrating, supporting and connecting teachers to provide expert teaching and leadership. Prior to joining the Chartered College, Dame Alison was Executive Headteacher of The Wroxham School in Hertfordshire. Her career to date has spanned Primary, Secondary and advisory roles. She is an Honorary Fellow of Queens College Cambridge and UCL, a Visiting Professor of both the University of Hertfordshire and Glyndŵr University and a trustee for Big Change. Her research is published in a series of books about Learning without Limits offering an alternative approach to inclusive school improvement.

This is a FREE event for Chartered College members (log in to MyCollege and register here)

Non members book on the link below = £30 (plus fees)

Before booking, please read the ‘frequently asked questions’ 

To find out more about membership options please see here

Learn more about the Chartered College of Teaching

Early Career Hub – The Early Career Hub is our one-stop shop for trainee teachers, early career teachers, and those involved in supporting, coaching and mentoring those new to the profession. 

Early Childhood Hub – The Early Childhood Hub hosts content by, and for, early childhood education practitioners, with a focus on pedagogy and practice in early childhood education.

Research Hub – The Research Hub hosts summaries of academic and practitioner research as well as reports that Chartered College of Teaching members have contributed to.  You can also find a list of opportunities to participate in external research projects and access a range of tools to support you in your research engagement journey.

Video Hub – The Video Hub hosts short classroom practice videos, filmed in a variety of settings, and recorded interviews with a range of teachers, leaders and educators.  Members will also find, and be able to access, ‘on demand’ recordings of our previous webcasts and events.

Impact is the termly journal of the Chartered College of Teaching.  It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators.  It supports the teaching community by promoting discussion around evidence within the classroom, and enabling teachers to share and reflect on their own use of research.

Learning Hub – The Learning Hub is your home for professional learning and development. You will find links to bitesize CPD units and details of other available courses.

Chartered Teacher Status is a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished teachers and school leaders, offering a career pathway that is focused on developing and recognising high-quality teaching and leadership practice.  As a professional accreditation, Chartered Status builds on individual practice, priorities and interests and can be undertaken at your own pace, up to three years.

Fellowship (FCCT) was established to recognise the commitment and achievements of teachers and school leaders.  It is a formal mark of their achievements, skills and expertise as a teaching professional.  Nominate a colleague for Fellowship today.

The Chartered College of Teaching & Teacher Tapp Podcast – A collaboration between Teacher Tapp and the Chartered College of Teaching in which we look at hot off the press data on various topics concerning teaching, learning, and teacher development and ask teachers to comment on the findings by reflecting on their own experiences.