Advice from a senior leader

This film explores the Teacher Development Fund from the perspective of headteachers and senior leaders and shows what the programme looks like in action. Featuring headteachers and members of our advisory panel, the film highlights how the fund helps to create more equitable classrooms, support teachers’ professional learning and build effective partnerships between schools and arts organisations.

Professor Tanya Ovenden-Hope, Provost and Professor of Education and Dean of Place and Social Purpose at Plymouth Marjon University and Plymouth Marjon University | Cornwall, UK and Teacher Development Fund Advisory Board Member, shares some of her research into ‘educationally isolated’ schools and explores the impact of TDF within such settings

For more information, take a look at this recent report - https://www.marjon.ac.uk/educational-isolation/

• PHF - Senior Leaders and TDF

• MAKE, Knit Shop and Dundee Creative Learning Network (craft & numeracy)

• Lansbury Lawrence Primary School with Akram Khan Company (dance & communication)

For more information on PHF's definition of inequity, barriers to learning and disadvantage, please read the TDF FAQs

https://www.phf.org.uk/funding/faqs-teacher-development-fund#heading-32731

To help in your thinking, take a look at the post below, which includes advice and helpful guidance.

TDF is open to state-funded primary settings and arts organisations. Either can lead the application, but evidence of a strong, co-designed partnership is essential. Watch the short film, read the posts below and take a look at the eligibility section within the FAQs.

Catherine Sutton, Head of Programme – Education for Paul Hamlyn Foundation, reflects on how the Teacher Development Fund has evolved over the last eight years — to shift and adapt to the concerns and needs of the sector.

Where to begin ...

This post, written by TDF Advisory Board member Hannah Tyreman following a cohort learning event on equity and anti-racism in education, reflects on the discussions and provides helpful guidance for organisations and schools in considering their next steps.

Chapter & Verse

led by Grimm and Co working with schools within the Astrea MAT, South Yorkshire.

We understand that some organisations may want to use a generative AI service within the application process. Whilst we understand how AI may be helpful in a research phase, we would advise caution about using generated text within the application form. 

Strong applications must go beyond generic responses, relating the criteria of the fund to the specific context of a locality and to the strengths and needs of the partner organisations. 

Successful applicants must demonstrate their unique suitability for TDF. Articulating this in your own words is likely to create a stronger application to the fund in what will be a competitive field.

For further guidance, please see our statement on the use  of generative AI tools (such as ChatGPT, Gemini or Meta AI) for applications and reporting.

Welcome to the resource hub. Here you’ll find information and materials to help you better understand TDF and prepare your proposal.

• First step: Please review the fund's aims, principles, and FAQs on the PHF website.

• Next: Browse the materials on the hub. There’s no need to read everything—just pick and choose content most relevant to your context and proposal.

• Finally: Register and apply via PHF's online application system.

For updates about the TDF application process, sign up to the mailing list: ela@phf.org.uk

The model must be co-constructed with the partners, drawing upon evidence about how effective professional learning makes a difference for pupils as well as teachers. Examples of evidence are included below.

Lessons from the international reviews into effective professional development

Drawing upon international research as well as current practice.

Drawing upon evidence from England and internationally.

The programme developed teachers’ skills and knowledge to confidently plan and deliver dance across the curriculum, and to enable children to tell stories and express themselves through movement.

This programme, a partnership between MAKE, Knit Shop and Dundee Creative Learning Network, developed teachers' confidence in using craft approaches to support numeracy and other curriculum outcomes in schools across Dundee.

Inspiring Leaders, Creative Learners

led by Townfield Primary School in Doncaster working in close partnership with darts (Doncaster Community Arts).

What's the significance of TDF within a place-based context?

Sarah Golding, Head of Arts, Culture, and Heritage at the Letchworth Garden City Heritage Foundation, provides insight into the strategic significance of their Teacher Development Fund programme for the town.