Teacher Developers' Support

Teacher educators are an important part of the ASE community. This work is led by ASE's Teacher Developers' (formerly Futures) Committee. 

What is the ASE Teacher Developers' Group?

ASE Teacher Developers' Group is a community within the ASE, specifically for all those who support and develop teachers throughout their professional journey, from pre service training onwards. Membership of the group is open to all those involved in planning and delivering teacher education and CPD.  It supports practitioners whose roles include:

  • pre- and in-service teacher education;
  • the design, co-ordination and facilitation of professional development;
  • mentoring and coaching, whether in school, school groups or external;
  • subject and departmental leadership. 

Being part of the ASE Teacher Developers' Community offers the opportunity for teacher developers to enhance their own expertise, knowledge and skills, through collaborating with a wide range of others fulfilling similar roles across the education landscape. 

What activities and opportunities are included in the ASE Teacher Developers' offer?

ASE Teacher Developers' activity aims to help practitioners to answer questions such as:

  • What types of professional development best support teachers to develop their practice and how can I use these effectively in my role?
  • How can I best design and develop the professional development I am delivering to make the greatest impact? 
  • What is the impact of new policies, research evidence, pedagogies or curriculum change on teachers’ practice? 
  • How can I support teachers to gain understanding of, and make the most, of these changes?
  • How can I further develop my career?

Why not get involved?

If you have a role in teacher education within your setting, or aspire to that role, why not let us know that you are interested in being part of our ASE Teacher Developers' community by updating your membership profile.  We are a community of professionals with a wealth of experience, ideally placed to support and mentor new and aspiring teacher educators. For more information, email info@ase.org.uk 
 

 

Read about the Members of the Teacher Developer Committee

Upcoming events
Alex Farrer

I am the Primary Science Quality Mark Regional Lead for the East Midlands, supporting PSQM hub leaders and school science subject leaders to make a positive and lasting impact on primary science teaching and learning in the region. I also lead and teach KS1 and KS2 science at Wimbledon High Junior School, where we gained PSQM Outreach in 2019 and PSQM Hub in 2023, in recognition of our strength and commitment to science and support of the strategic development of the PSQM.

I am an accredited trainer of the Primary Science Capital Teaching Approach and regularly lead professional development sessions and speak at conferences. As a Primary Science Teaching Trust Fellow, I lead a science cluster of 10 schools based at my school, championing excellence in science teaching and learning in SW London. I have co-authored a range of publications including the PSTT resources “See Through Science” and “Sketchbook Science”, and the unconscious bias materials “Science4Everyone” with Wellcome Connecting Science.

During my career I have taught in schools in Yorkshire, Norfolk, Hampshire, Portsmouth and London, leading secondary science departments, holding leadership roles and developing science subject expertise. I am well connected with the primary science education community having also been an LA science advisor for several years, and I utilise my range of connections to continue to get involved with new projects. 

I joined the ASE Teacher Developers Committee in 2023, after having been an ASE member for 30 years, and have been delighted to meet new colleagues from around the country who have offered me new perspectives and insights. When I am not in my classroom, I love roaming around Richmond Park, which is especially beautiful early in the morning.

 

Alex Sinclair

Having studied Botany, Biology and Chemistry at A Level, a degree in Biological Sciences was beckoning. I wasn’t a natural in the laboratory so undertaking a PGCE in secondary school science seemed a viable next step. While, initially, I saw this as a temporary work arrangement, I not only noticed I was quite good at it but that I enjoyed teaching.

After various Heads of Year positions in different schools, I found myself in the enviable position as Transition Coordinator, spending time in primary schools teaching science (and if I had my time again I would have trained in primary). This led to my move to St Mary’s University, Twickenham. My current role is Science Lead for all the primary ITE programmes.

Joining the ASE at this point opened up a whole new world of networking, professional dialogue and, perhaps more importantly, lifelong friendships.  I became Chair of the Teacher Developers Committee (previously called ASE Futures) and then Co-Chair of the whole ASE. I hope that in both of these roles I have been able to give back to the ASE a small proportion of what I have gained.

Having completed a PhD in 2019, and looking for something ‘to fill my time’, I joined the local musical theatre group. As someone who, up until that point, had played rugby all of his life, was in possession of two left feet and had only sung in the shower, this was a completely new challenge. While three years later I am still out of my comfort zone, and am often strategically placed at the back (maybe that’s my height), I can say I have found a new passion – you can teach (quite) old dogs new tricks.

Claire Seeley

I am co-chair of the ASE Teacher Developers committee which supports all those who work in teacher education. I have been a teacher for thirty years in a wide variety of contexts including both inner city and rural schools England. In 2013 I was awarded a Primary Science Teacher of the Year award by the Primary Science Teaching Trust; which was further endorsed by the Royal Society of Biology in 2021.

I now teach part time in a primary school in rural Suffolk and am a Primary Science Consultant, providing a wide of continuing professional development and initial teacher training for Norfolk Suffolk and Essex Teacher Training.  I have a Masters degree in Environmental Education and have a passion for exploring the natural world.

Alongside my consultancy work, I am a hub leader for Primary Science Quality Mark and work closely with The Ogden Trust, Explorify and ESERO-UK.  Over the last seven years I have worked as an education consultant on a number of BBC education campaigns, BBC Teach Primary Science Live Lessons and CBeebies shows including Kit & Pup, JoJo & Gran Gran, Number One Newton Avenue and Graces Amazing Machines. I am also an author for Harper Collins Snap Science. 

Dom Shibli

I am Co-Lead of the Secondary Initial Teacher Education programme at the University of Hertfordshire, lead Teacher Mentoring training and am the Secondary Science module leader.

Before I joined the University, I worked in comprehensive secondary schools and led science departments in 2 large schools.

I wanted to join the ASE Teacher Developers committee because I believe raising the quality of teaching is so important in improving student achievement. The committee aims to connect Teacher Developers at every stage of a Teacher professional journey, working across the country to share and discuss ideas, to build expertise and provide a voice to respond to changes in national picture of teacher education.

Emily Perry

I am a Professor of Education at Sheffield Hallam University and Head of the Research and Knowledge Exchange Centre in Education. I lead a team of education staff who design and deliver projects including research, evaluation, consultancy, curriculum design and professional development. We work with practitioners from Early Years to Higher Education and adult learning, and we’re proud of the ‘applied’ nature of our work; everything we do is intended to improve the lives of children and young people and the practitioners who support them.

Before I joined Sheffield Hallam, I was a secondary chemistry teacher, and worked in the UK, Brazil and Hong Kong. As I gained experience, I built links with organisations like subject associations, publishers and professional development providers.

This led to an interest in teacher professional development, which has formed the main focus of my work since leaving classroom teaching. I’m interested in how professional development helps teachers to feel more positive and engaged in the profession, and so I’ve investigated, through research, design and delivery, how professional development can improve teachers’ professional lives, especially for teachers of science.

I’ve been involved with the ASE for a long time, as a member and in the co-delivery of regional conferences, culminating with Sheffield Hallam hosting the annual conference in 2023.

The Teacher Developers group is the obvious ‘home’ for me in the ASE. People in roles where they support other teachers don’t always have access to professional development opportunities of our own, and being part of the group means I can learn with others in similar roles. I’m able to share experiences, reflect on my understanding, extend my knowledge of other contexts and build new connections with people. These are all important factors to me in building an enjoyable and enriching professional life!

Jane Essex

I taught chemistry and science in comprehensive schools in England for sixteen years before moving into Higher Education. I am currently a Reader (Associate Professor) at the University of Strathclyde, Glasgow where my main work is still in the field of Initial Teacher Education. My research focus is particularly on inclusion in STEM (science, technology, engineering and mathematics); how can STEM be made accessible to all learners, including those with Additional Support Needs (ASN/ Special Educational Needs and Disabilities (SEND)) and other marginalised groups.

I am an active member of the Royal Society of Chemistry and was awarded their Inclusion and Diversity Award in 2019.

I have been involved in the Association for Science Education since starting my PGDE and have found the cross-science and all age focus of its work especially helpful for my own professional development and network-building. I joined ASE Teacher Developers group because I am keen that the work of the group included the interests of science teachers and teacher educators in Scotland.

I have recently published my first book, Inclusive and Accessible Secondary Science: How to Teach Science Effectively to Students with Additional or Special Needs.

Outside work, I enjoy industrial archaeology, especially visiting historic sites, and I write a blog on this. I also sing in my local choir and am hoping to get the choir to add Tom Lehrer to their repertoire.

Jo Montgomery

I am a primary science specialist and support fellow teachers with professional development through a number of organisations including as a Primary Science Quality Mark (PSQM) hub leader and Regional Lead for the East of England, STEM Learning Lead Facilitator (Professional Development Lead), Primary Science Capital Teaching Approach accredited trainer, Great Science Share for Schools adviser and Explorify champion. I am passionate about science, education and helping others. 

I started my career as a research scientist, studying for a PhD and then working as a Postdoctoral researcher in Neuroscience before moving into preclinical development. I have been involved in public engagement and outreach throughout my career and been a STEM Ambassador for twenty years.

I retrained as a primary teacher and taught in key stage 1 and 2. I have tutored KS3-5 Biology, run an outreach programme for a pharmaceutical company, delivered CPD for teachers and training for scientists. I founded Dr Jo Science Solutions in 2018 to combine my teaching and training experience and expertise.

I have Chartered Science Teacher Status (CSciTeach) and was awarded the 2024 Excellence in Primary Education Prize from the Royal Society of Chemistry for a significant contribution to STEM education in the last 20+ years, inspiring children and supporting teachers in the UK and around the world.

Karen Hodgetts

I am a primary science consultant and have taught Primary Science for 25 years, having initially trained and worked as a Secondary Physics teacher and after a few years working as a therapy radiographer in hospitals in London and Australia.

I now work with the Ogden Trust as a regional representative supporting school partnerships and delivering physics CPD to those schools. I am a Hub Leader for the Primary Science Quality Mark, having been involved since its start. I am the primary science trainer for the SCITT programme in my local authority and lead network meetings for science subject leaders, deliver CPD and have organised conferences in my local area in Berkshire.

During my teaching career, I have become more aware of the increasing importance of engaging children in science beyond the classroom and how it applies directly to them and their lives; whether by leading environmental awareness projects in schools, engaging children in learning and working to be citizen scientists and to understand about climate change and sustainability or participating in STEM projects.

Having been a member of ASE since I started teaching, I joined the Teacher Developers group to share the learning from my own professional development path over the years and I see part of my role within the group as support and guide for other teachers, to seek opportunities to lead science within their own school and local area.

My interests are mostly outdoor activities of cycling, gardening and walking my dog. However, I have always sought out science talks and events, such as at the Royal Institution, and got involved with projects such as the Tim Peake Primary Science Project which led to my meeting Tim Peake himself. So always grab opportunities as you never know where they will lead!

Katy Bloom

I am Associate Professor of Initial Teacher Education [ITE] at York St John University, a Chartered Science Teacher, and a Senior Fellow of the Higher Education Academy. I am the Science Lead for Education, having gained teaching experience as a Physics teacher, Head of Faculty, and Advanced Skills Teacher, working primarily on researching and developing educational strategies that were utilised authority wide.

Previously, I was a Professional Development Leader at the National STEM Learning Centre [NSLC] in York, where I also acted as the Engineering Lead for the DfE STEM team.

Moving in to the HE sector, I have led the science education programmes at two universities, held the role of School Learning and Teaching Lead, and currently lead the Curriculum Pedagogy and Assessment [CPA] Research Group.

My research interests include inclusive education, verbal feedback practices, fostering metacognitive awareness in pre-service teachers and using augmented reality (AR) to engage with science. When not working, you’ll find me on the archery field, practising with my new longbow!

Martin Reece

I have worked as a self-employed school advisor for the past 12 years, working with a wide range of organisations and individual schools, mainly across the Midlands.

Organisations I have worked for include STEM Learning, Hodder Education, ASCL and several Local Authorities. I have also worked directly with a large number of individual schools, providing bespoke Science CPD and developmental support. I was also an AQA Subject Advisor, leading school support networks across the East Midlands.

Prior to becoming an independent advisor, I was a Local Authority Science Advisor for Northamptonshire for 9 years and before that, I taught Science and Biology across the age and ability range in a variety of secondary schools for 15 years, with 9 of those as a Subject Leader.

I have been an active member of ASE for the whole of my career, both as a classroom teacher and as a teacher developer. I have always found it to be a very supportive, nurturing and enriching experience. It has been particularly useful in the latter years of my career, giving me opportunity to meet and collaborate with a wide selection of leaders of science education, helping me develop my knowledge and skills as a CPD provider.

Outside interests include playing and watching sport, particularly cricket and I am a groundsman for a local club.