Fellow Journal Club Series: Sustainable School Leadership research
The Sustainable School Leadership research explored the training, supply, retention, and wider sustainability of senior school leadership across England, Northern Ireland and Scotland. The final report, including executive summary, is available here: Sustainable School Leadership We are delighted that the report authors will join us to explore the findings through a series of three Fellow Journal Clubs. Each […]
Fellow Journal Club Series: Sustainable School Leadership research
The Sustainable School Leadership research explored the training, supply, retention, and wider sustainability of senior school leadership across England, Northern Ireland and Scotland. The final report, including executive summary, is available here: Sustainable School Leadership We are delighted that the report authors will join us to explore the findings through a series of three Fellow Journal Clubs. Each […]
Fellow Journal Club Series: Sustainable School Leadership research
The Sustainable School Leadership research explored the training, supply, retention, and wider sustainability of senior school leadership across England, Northern Ireland and Scotland. The final report, including executive summary, is available here: Sustainable School Leadership We are delighted that the report authors will join us to explore the findings through a series of three Fellow Journal Clubs. Each […]
Inclusive teaching is high-quality teaching: What the research means for schools and professional development
Inclusive teaching is sometimes framed as an additional set of strategies, but a growing body of research suggests that inclusive teaching is, fundamentally, part of high-quality teaching. In this webinar, we will explore key insights from recent research and consider what these mean for classroom practice, teacher development and school improvement. The session will examine […]
Emotional Safety, Inclusivity and Belonging: Insights from UNESCO’s Happy Schools Framework
This webinar comes to you as part of a series, partnered with UNESCO to explore their Why the World Needs Happy Schools report, placing a spotlight on each of the four pillars. In this webinar, we will delve into the Place pillar, and discuss how school environments are important to supporting our students’, teachers’ and […]
Engaging Effectively with Evidence: Designing School-Based Research Projects
This webinar forms part of the Engaging Effectively with Evidence series, supporting you to confidently navigate and apply educational research. Drawing on Doing Your Research Project: A Guide for First‑time Researchers, the session will explore how to design effective and meaningful research projects at the classroom and school level, from identifying a research question to […]
From Principle to Practice: Evidence-Informed Leadership Chapter Deep-Dive (Evidence and Context)
Do you struggle to find time to prioritise your professional development? The From Principle to Practice series from the Chartered College of Teaching aims to support career-long development for all teachers, leaders and mentors. These short, useful and research-packed guides draw on the professional principles that underpin all pathways to Chartered Status, a professional accreditation […]
Nathan Burns – What You Really Need To Know About Metacognition
This webinar will explore what you actually need to know about metacognition. Starting by diving into the rationale for metacognition in the classroom, this webinar will then turn its attention to the theory of metacognition. What is it? What is it not? And what on earth does it look like in the classroom? Through attending this webinar, […]
Teacher Developer Conference
Join colleagues from across our vibrant Teacher Developer community for our annual conference – online. While we may not be meeting face to face this year, the heart of this event remains the same: high-quality professional learning, shared expertise, and valuable opportunities to connect with others who truly understand your role. This conference offers a […]
White Paper Response Series – Primary and Early Years Session 2
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share […]
White Paper Response Series – Primary and Early Years Session 1
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share […]
White Paper Response Series – Secondary Settings Session 2
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in secondary settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share their thoughts and […]
White Paper Response Series – Secondary Settings Session 1
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in secondary settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share their thoughts and […]
White Paper Response Series – Specialist Settings Session 2
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in specialist settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share their […]
White Paper Response Series – Specialist Settings Session 1
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in specialist settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share their […]
Teaching Commission Phase 2 Roundtable – Teacher CPD and Agency in the Curriculum and Assessment Review
The second inquiry of the Teaching Commission is looking at how the profession can be engaged in developing and implementing the revised national curriculum so that the professionalism and agency of teachers can be strengthened. It will also seek to identify the resources needed to ensure the new curriculum is taught by teachers who are […]
Q&A webinar: How much education does a teacher need?
The quality of an education system cannot exceed the quality of its teachers. But how can education systems ensure that teachers are prepared to give high-quality teaching? What qualifications should teachers be required to have? How can different pathways into teaching ensure equal levels of support for teachers? Ahead of the launch of the OECD’s […]
What can be done to make school leadership more sustainable across the UK?
The Researching Sustainable School Leadership (ReSSLe) project explored the training, supply, retention and wider sustainability of senior school leadership across England, Northern Ireland and Scotland. Across the UK, the appetite for headship among middle and senior leaders is widely seen to have diminished, with many put off by the demands of the role. Employers in […]
Bridging Cognitive Neuroscience and Education- A Translational Approach in Reading Acquisition
How can we effectively bridge the gap between cognitive neuroscience and education? Some authors, such as J. Bruer, have argued that the fields are too distant in their methods and concepts for meaningful integration—a “bridge too far.” Others, like J. Bowers, claim that although education can inform cognitive neuroscience, the reverse contribution is limited, suggesting […]
How to use the Safe and Effective Use of AI Support Materials
Have you used the support materials for the safe and effective use of AI, produced by Chiltern Learning Trust and the Chartered College of Teaching, funded by the DfE? Join us for a walk through of the updates being made to the materials, publishing later this Spring, as well as a conversation with educators who […]