ITL Conference 2025

As Head of Teacher Professional Development at InnerDrive, Claire specialises in helping schools and colleges develop their evidence-informed practice. Her main area of focus is on cognitive science, teacher development and maximising CPD within schools.

Claire was an Assistant Head in charge of teaching and learning and holds a Masters in Teaching and Learning from the Institute of Education. She is the co-author of the book ‘Creativity for Teachers:  A Cognitive Science Approach’.

Stephen Bailey is Deputy Head Academic at Queen’s College, London. Stephen has worked in the state and independent sector, in academically selective and mainstream settings. Prior to teaching he had extensive pastoral experience in education which informs his thinking around Character Education and human flourishing. Stephen holds degrees in Law, Theology and an MSc in Learning and Teaching.

Bradley Busch is a Chartered Psychologist and Director at InnerDrive. He is one of the world’s leading experts at how schools can translate cognitive psychology research to improve learning.

Bradley is the co-author of the international best-selling books, ‘The Science of Learning: 99 Studies Every Teacher Needs to Know’ and ‘Teaching and Learning Illuminated: Big Ideas, Beautifully Illustrated’. He has worked with hundreds of schools, both with staff and students. Outside of education, he has worked with Premier League footballers as well as, Olympians and Paralympians who have medalled at London 2012, Rio 2016 and Tokyo 2020.

Victoria is Lead Researcher at the Chartered College of Teaching. In collaboration with colleagues at IOE, UCL’s Faculty of Education and Society, Victoria is currently managing the scoping phase of an EEF-funded project on the impact of offsite Planning, Preparation and Assessment (PPA) on teacher retention.

Prior to joining the College, Victoria worked as a Research Associate at the Faculty of Education, University of Cambridge for 5 years on two international dialogue-based research projects. She is a trained geography teacher and her research interests include cultural literacy and technology-mediated dialogue.

Dr Paul Davies is Deputy Head Pedagogy and Learning at Queen’s College London where he is the Chartered College of Teaching Research Champion. Paul has taught Biology in various London schools for over 20 years and also spent six years as a Senior Lecturer at UCL Institute of Education, where he now holds an honorary position. Still a researcher, Paul’s interests include teacher development, cognitive development and the use of EdTech in teaching and learning.

Joanna Hughes is Group Director of EdTech at Berkhamsted Schools Group. Previously she was the Assistant Head in charge of Teaching and Learning, leading on digital innovation.

She has a keen interest in sharing evidence informed practice and has led on several Teach Meets, as well as writing for her blog, ‘This Teacher Blogs‘ which shares reflections on educational research, teaching and learning. Jo has recently spoken at BETT on smartphone policy changes for UK schools; exploring how we can better support students by transitioning away from smartphones in childhood and fostering healthier digital habits, and for Edpuzzle on how PedTech can be used to support reading comprehension.

Martin Robinson FRSA: Author, Speaker, Consultant, Teacher.

Martin is the author of Curriculum Revolutions: A practical guide to enhancing what you teach (2022), Curriculum: Athena vs the Machine (2019), Trivium 21c: Preparing young people for the future with lessons from the past (2013) and Trivium in Practice (2016)

Martin’s work derives from the great Liberal Arts tradition, where culture and curriculum meet to provide an education for the common good and individual growth. Whatever that may mean. It is this ‘conversation’ that forms the backdrop for his work. What is a great education, how do we know, and how could we even begin to put it into practice?

Martin has worked with a number of schools and other institutions and has spoken at a number of events and conferences both in the UK and abroad. He is a former teacher, head of department, head of faculty and member of SLT.

Ruth is a Lecturer in Education Studies at University of Glasgow. Since qualifying as a teacher in 2004, she has held teaching, leadership, and advisory roles in primary education in the UK and internationally. Ruth’s current projects include sole authorship of a book, ‘Socio-materialism and the Study of Classroom Practices’ for the Bloomsbury series, ‘Social Theory and Methodology in Education Research’ and co-editing the ‘BERA Guide to Place-Responsive Pedagogy in Outdoor Learning’. She is part of the organising committee for the annual Oxford Ethnography and Education Conference and a member of the International Teacher Education Research Collective (ITERC).

Dr Sirja van Zyl is a Clinical Psychologist with over 20 years’ experience of working with children and young people. She has a special interest in the assessment of autism and ADHD. Sirja has worked in NHS mental health services as well as private hospitals. She has previously held the position of Pathway Lead in an NHS neurodevelopmental service and is now the Joint Director of Kent Psychologist, an independent Clinical Psychology Practice.

Sirja is passionate about creating a positive future for neurodivergent children and young people. She regularly provides training to health care professionals, schools and parents and is currently developing a programme for supporting neurodivergent students through transitions.

Sam Webster is Deputy Head (Innovation) at Caterham School, leading on classroom innovation with a focus on interdisciplinary curriculum design and the use of emerging technologies, including AI. She played a key role in developing EDGE, Caterham’s curriculum centred on critical thinking, ethical leadership, oracy, and real-world problem solving. The school was recently shortlisted for the TES Best Use of Technology award for its work on RileyBot, a teaching and learning assistant, and the EDGE programme.

Sam is a regular contributor to national educational dialogue and recently spoke at the Learning Skills Trust’s Critical Thinking Forum at Eton College. Her work aims to ensure education remains relevant, rigorous, and inspiring for the next generation.