ASE Teacher Developers Conference 2026

Today's welcome to everyone online, will be led by Claire Seeley and Emily Perry, co-Chairs of the ASE Teacher Developer's Committee. We hope you all enjoy the discussions today.

The equity approach strives to make schools genuinely inclusive, encouraging us to look at children not through a lens of deficit—what they lack—but through a lens of capacity—what strengths they bring. It focuses on removing obstacles to learning and acknowledging the biases and barriers we create in schools.

This includes replacing unhelpful labels such as ‘disadvantaged pupils’, removing cultural and material barriers, and nurturing mutually respectful relationships with parents. Equity best bets, based on syntheses of research and expert practitioner knowledge, offer teachers practical strategies to create a language, pedagogy, curriculum and partnership of equity.

How can we design science learning that works for all learners—and support others to do the same?

This interactive workshop explores how Universal Design for Learning (UDL) can help reduce barriers and increase participation in science across primary and secondary contexts. Through a series of choice-based activities, participants will identify challenges in typical science tasks and develop practical strategies to provide multiple ways for students to access, engage with, and demonstrate understanding.

With a teacher educator focus, the session also considers how to model inclusive practice in CPD and support colleagues to make manageable, high-impact changes.

Participants will leave with adaptable strategies and approaches that can be used both in the classroom and when working with others.

An opportunity for everyone to drop in to chat informally. Break out rooms will be made available.

Join us for an engaging online session exploring disciplinary literacy and how it can transform teaching and learning across the curriculum. This session will unpack what disciplinary literacy looks like in practice, highlighting how subject-specific approaches to reading, writing and communication can deepen students’ understanding and thinking.
We will also share how Chiltern Learning Trust supports staff development through a carefully structured and evidence-informed CPD programme. From collaborative planning and instructional coaching to targeted training sessions, our approach is designed to build expertise, empower teachers, and sustain meaningful classroom impact.
Whether you are a classroom teacher, middle leader or senior leader, this session will provide practical strategies, real examples, and insight into how a trust-wide commitment to professional development can drive improvement and support every educator to thrive.

What happens when teachers are afforded time and space to reflect deeply on learning? Discover how a recent teacher development opportunity, provided by SEERIH at The University of Manchester, together with Dr. James Calleja, UNESCO Chair for Teacher Professional Development using Lesson Study, engaged primary teachers in the lesson study approach with a specific focus on science learning. Outcomes from the project will be shared and recommendations to take this approach into your own settings.

In this session, Carla and Melanie will share their first hand experience of inspection under the new framework share. Drawing on experiences from their primary and secondary roles, they will reflect on how schools prepared for inspection, evidenced their work and responded to inspectors' questions. They will discuss what worked well, what proved challenging and what they would do differently next time. Attendees will gain practical insights into navigating inspection with confidence, alongside opportunities to ask questions and explore the implications for teacher development and school improvement in their own settings.

This final session of the day will  summarise key points discussed during the event, and will be led by Claire and Emily, the Co-Chairs of the ASE Teacher Developer's Committee