The Chartered College of Teaching’s new working group on Teacher Agency aims to explore what teacher agency really looks like in practice, why it matters, and how it can be meaningfully supported through policy and school leadership.
Agency is a core component of professionalism, so it is essential for the sector to understand how teacher agency can be supported and developed.
At a time of significant change across the education system, this work will place teachers’ professional judgement, expertise and wellbeing at the centre of the conversation.
Over the coming years, teachers and school leaders will navigate a series of major reforms, including revisions to the national curriculum, changes to assessment and qualifications systems, and the introduction of a new Ofsted inspection framework, all of which will put a much stronger focus on the inclusion of all students.
Teachers’ expertise and agency are central to the successful implementation of each of these initiatives yet they are often overlooked in the context of educational reform.
Teacher agency refers to teachers’ and leaders’ capacity to make informed professional decisions, including:
Strong teacher agency is closely linked to wellbeing, job satisfaction and teachers’ intention to stay in the profession, which are crucial to consider in the context of ongoing teacher shortages. Yet there is still a limited shared understanding of what teacher agency looks like day to day, or how it can be strengthened through policy, leadership and system design.
The Teacher Agency working group brings together researchers, sector organisations, school leaders and practising teachers. Discussions will cover curriculum and assessment, inclusion, teacher training and professional development and the role of AI in teaching and learning.
Aims:
Over the course of the discussions, the working group will be sharing thought pieces and case studies from schools and teachers, with a full report published in October 2026.
Working group members are:
Headteacher, leadership coach, and national facilitator with 20 years’ experience in school improvement and leadership development. Since 2006, she has led Osmani Primary School, embedding high expectations, inclusivity, and a strong professional culture. Remi works nationally on leadership coaching, mentoring, and National Professional Qualifications, supporting leaders at all stages, with a focus on widening access and talent progression for underrepresented groups. Awarded an MBE, she champions evidence-informed, equitable, and sustainable leadership.
Helen is the Teacher Assessment Manager at the Chartered College of Teaching, with a focus on assessment within our Chartered pathways. Prior to joining the Chartered College, Helen was a primary teacher and senior leader, and was part of our pilot cohort of Chartered Teachers. She is interested in evidence-informed inclusive pedagogy and assessment (particularly around SEND) and the growing influence of AI in education.
Gareth is the CEO of the Teacher Development Trust, a charity dedicated to supporting the effective professional development of school leaders and teachers. Prior to joining TDT in 2022, Gareth was a senior civil servant at the Department for Education, a 19- year career that saw him work on everything from early years to higher education (and a two-year stint on development education at the then Department for International Development). He published his first book Improving Education Policy Together, co-authored with Nansi Ellis, in 2024.
Dr Victoria Cook is Lead Researcher at the Chartered College of Teaching. She leads the College’s involvement in an EEF-funded project on offsite PPA and teacher retention, and is evaluating a smartphone-free initiative in secondary schools. Formerly a Research Associate at the University of Cambridge, she is a trained Geography teacher whose research focuses on teacher agency and dialogue.
As Teacher Advocacy Lead at the Chartered College of Teaching, Jenna champions the voice of educators nationwide. With over 20 years of experience as a teacher, headteacher, school governor, and now national project leader, Jenna is passionate about empowering teachers and strengthening school communities. She is dedicated to engaging the teaching profession and supporting meaningful improvements in education.
Rebecca Curtis is Director of Research and Insights at Ambition Institute. With over 20 years’ experience as a children’s centre teacher, primary teacher, and headteacher, she brings deep expertise in building positive, people-centred school cultures. Since joining Ambition Institute in 2021, she has shaped professional development programmes, led Early Career Teacher programme design, and works closely with educators to develop evidence-informed approaches that support continuous improvement and strong pupil outcomes.
Nansi Ellis is a freelance education policy specialist, supporting policy development, commissions, campaigns, and strategic influence. She supports the Chartered College of Teaching with public relations and external influence and is project lead for the Teaching Commission. A former primary teacher, she has held senior policy roles at SCAA, QCA, ATL, and NEU, and is co-author of Improving Education Policy Together (2024). She is a school governor and sector trustee.
Professor Becky Francis CBE is CEO of the Education Endowment Foundation. She led the UK Government’s independent Curriculum and Assessment Review, publishing its final report in November 2025. Formerly Director of UCL Institute of Education, Professor of Education and Social Justice at King’s College London, and Standing Advisor to the Parliamentary Education Select Committee, she has driven national policy and research on school improvement and educational inequality, and is internationally sought as an advisor.
Tracy leads trust‑wide professional development, shaping evidence‑informed CPD systems and supporting leaders across multiple schools. She is a Fellow, Assessor, and Council Member of the Chartered College of Teaching, Regional Leader for WomenEd, and founder and Chair of the Trust‑wide CPD Leaders’ Forum. Tracy champions equity, leadership, and professional growth, and is committed to improving teacher recruitment and retention by strengthening autonomy, expertise, and high‑challenge, supportive professional cultures.
Dr Laura Kerslake is a Teaching and Assessment Research Specialist at the Chartered College of Teaching. A former classroom teacher, she has worked in research across academic, policy, and private sectors, collaborating with teachers and students of all ages. She holds a PhD from the University of Cambridge on oracy education and currently leads the Next Generation Assessment project at the Chartered College of Teaching.
Lisa-Maria is Associate Director: Research and Policy at the Chartered College of Teaching, leading the organisation’s research, policy, and events portfolio. A former secondary MFL teacher, she has postdoctoral research experience at the Universities of Cambridge and York. She has led research on teacher professional development, co-authored the College’s working definition of teacher professionalism, and currently works with UNESCO and OECD on curriculum implementation and teacher development.
Dr Ngozi Oguledo is a secondary school teacher with over 15 years of classroom experience. She holds a doctorate in Education and has research interests in curriculum development and assessment. She has published articles in these areas and has presented her work at a range of educational conferences and professional events. Grounded in extensive teaching experience, she brings a reflective, practice-informed perspective to curriculum-related initiatives and discussions.
Gene Payne is NIoT’s National Lead for Leadership Development, Regional Principal for East, South and London, and Executive Director of the Harris Institute. With nearly 40 years in education, he began as a Geography teacher and later served as a secondary Headteacher, led the Harris Leadership College, and was the first Assistant Director for Applied Research at the National College for School Leadership. He is nationally recognised for leadership development and organisational improvement.
Dame Alison, CEO of the Chartered College of Teaching since 2017, is an experienced educator and school leader. As former Executive Headteacher of The Wroxham School, she led it from special measures to outstanding and established its Teaching School and Transformative Learning Alliance. A published researcher on Learning Without Limits, she is a longstanding advocate for teacher agency, ensuring educators have a strong voice in shaping policy and practice.
Dr Sarah Pearce is a Senior Lecturer at Goldsmiths, University of London, and Head of PGCE SCITT programmes. A former primary school teacher, she is also a School Assessment Lead, promoting authentic assessment practices, and teaches across BA, MA, and PhD programmes. Her research focuses on race and racism in education, practitioner research, curriculum standardisation, and teacher professionalism
Prof Mark Priestley is Professor of Education at the University of Stirling. His research focuses on curriculum theory, policy, and practice, particularly curriculum-making across education systems. He was Lead Editor of the Curriculum Journal (2018–2024), a member of the Scottish Government’s Curriculum and Assessment Board, and Co-Convener of the EERA Curriculum network. His publications include Teacher Agency: An Ecological Approach and Curriculum Making in Europe: Policy and Practice.
Sufian is the Chief Talent and Transformation Officer at Chiltern Learning Trust and President-Elect of Chartered College. Sufian leads the Teaching School which comprises one of the largest SCITT provisions, as well as 2 Teaching School Hubs. Sufian is a national activist for Racial Equity and is the Chair of Chartered College's EDI group and one of the founders of the national REND movement.
Dr Cat Scutt MBE, incoming CEO of The PTI, is a former English teacher and education leader. She was Deputy Chief Executive of the Chartered College of Teaching and Head of Learning Technology at the GDST. An expert in teacher development, education research, and edtech, she has served on government advisory groups. Cat received an MBE in 2021, completed her PhD at UCL IOE in 2024, and chairs/trusts multiple education organisations.
Prof Beng Huat See is Professor of Education Research at the University of Birmingham and a Fellow of the Academy of Social Sciences. Her research focuses on improving education outcomes, particularly teacher supply, development, wellbeing, and retention. She specialises in rigorous evidence synthesis, large-scale RCT evaluation, and secondary data analysis, and regularly provides consultative advice to the DfE, ESRC, and Cabinet Office.
Lekha Sharma, FCCT, is Head of Learning & Teacher Development at LIFE Education Trust and an experienced senior leader in schools and trusts nationally. She has led major initiatives in curriculum design and leadership development, including authoring NPQ content with the Teacher Development Trust. With a master’s in Learning and Teaching from Oxford, she is a published author and passionate about teacher development, school culture, and educational equity.
Prof Jonathan Sharples is Professor of Evidence-Informed Leadership at Manchester Metropolitan University. He spent the last decade at the Education Endowment Foundation, developing and researching initiatives to support research use in schools. His work focuses on evidence-informed implementation and how research-use systems evolve. He is lead author of the EEF’s School’s Guide to Implementation, outlining the factors and processes that underpin evidence-informed decision-making and school improvement.
Sophie Smith-Tong, MCCT, is a primary teacher, Early Years specialist, Mental Health and Wellbeing Lead, and founder of Mindfulness for Learning. Author of Teacher Autonomy, she has over 15 years’ classroom experience and advocates for teacher independence and wellbeing. Sophie regularly speaks at the Institute of Education, works as a family wellbeing consultant, and hosts a podcast on education and mental health.
Prof Becky Taylor is a Professorial Research Fellow at UCL Institute of Education, based in the Centre for Teachers and Teaching Research, and Academic Head of Engagement and Impact. Her research focuses on social justice, equity, and the use of research in policy and practice. She leads work on teacher recruitment and retention, including the DfE’s Working Lives of Teachers and Leaders study, and previously taught secondary for 11 years.
Professor Jo Van Herwegen is a professor of Developmental Psychology and Education at UCL Institute of Education, director of the Child Development and Learning Difficulties Lab, and director of the Centre for Educational Neuroscience. Her research uses developmental psychology and educational neuroscience to improve outcomes for learners with SEND. She has evaluated interventions, school transitions, inclusion, and CPD, and has co-edited two books and authored over 70 peer-reviewed articles and chapters.
Joe Vesey-Phillips is Policy Manager at the Confederation of School Trusts, managing policy development and parliamentary affairs to support CST members and strengthen education in England. A former history teacher and Head of Department, he previously worked as a researcher in the House of Commons and as a national news reporter. He is passionate about teacher agency, recognising its central impact on student outcomes across England.
Jack Worth is Education Workforce Lead at the National Foundation for Educational Research. An expert on the school workforce, his research examines teacher recruitment, retention, development, and diversity, using large datasets such as the School Workforce Census and Labour Force Survey. His work is widely cited in Parliament and the media.
