How investing in teacher development boosted student achievement at York College

When pressure becomes the norm

Like colleges across the UK, York College is operating in a sector defined by constant change. Policy shifts, recruitment and retention pressures, and rising expectations all land in the classroom. For leaders, the question is how to build a team that can not only cope, but thrive in this environment.

“We have a moral purpose to invest in our teachers,” says Luke Zwalf, Head of Teaching and Learning. “In an era where we know nationally there's a retention issue in teaching, we need to do our level best to make sure that we're supporting our teachers here to be the best they can be. If we're able to support our teachers correctly, ultimately the knock-on impact is for our students.”

A spark from the Festival of Education

Before investing in ETF Partnership, the teaching and learning team had already seen ETF in action. Luke describes hearing ETF speak at the Festival of Education, including sessions on the Professional Standards. That helped clarify what credible workforce development could look like, and what it could achieve. It also strengthened confidence in choosing a partner they could trust.

Choosing to invest in teachers, with purpose

York College’s strategy was not to chase quick fixes. Instead, the focus was on building a culture where professional development is consistent, supported, and taken seriously. That is why the college committed to ETF Partnership, which helps leaders and educators make professional development part of everyday practice. By bringing together tools, recognition pathways, and a wider professional community, ETF Partnership has become integral to how teacher development works at York College.

ETF Partnership is about a long-term relationship that spans from every day CPD to strategic support. Sarah Carney, TLA Coach, says: “There is someone that is named that we know who to speak to their expertise and knowledge have been really useful.”

For Victoria, the value was immediate and practical. “Partnering with ETF has opened up a whole world for us, connecting our teachers with others across the sector,” she explains. “We’ve had a really good working relationship with our regional manager. They’ve come along and delivered CPD to our staff. But most importantly, they’ve supported us as leaders and managers of teaching and learning, making sure we’re aware of all the resources and opportunities.”

A shared framework that made development feel doable

Working with ETF also brought clarity and consistency to professional development. Luke describes the Professional Standards as an organising principle: “Having the Professional Standards has provided us with a framework. They are a great set of guidance for teaching and learning.”

That framework gave the teaching and learning team a shared language. It also created something practical staff could return to, and build on, over time.

The ripple effect of confident teachers in classrooms

Advanced Teacher Status (ATS) is one clear example of that commitment. It gives teachers a structured route to reflect on practice and build confidence, supported through mentoring and peer learning.

As teachers have seen their colleagues sharpen their practice, they have become inspired to follow suit. “Last year two teachers went through ATS,” Luke explains. “Now eight more have signed up. It’s a real multiplier effect.”

Ken Merry, Principal and Chief Executive, describes what that changed at leadership level too. “ATS has allowed me to speak with confidence about the support that we give teachers and it not just be a soundbite that we invest in staff. It’s a real obvious and clear way that we do so.”

For teachers, ATS also addressed a quieter challenge: the slow drift into playing it safe. Vicky Joyce, Tutor of English, explains why she chose to push herself. “I've been teaching in the college for something like 16 years now,” she says. “I know that one of the dangers of teaching somewhere for so long is that you can plateau.”

Through the process, she found space to try new approaches, including digital tools and collaboration across teams. “I feel quite refreshed in my own teaching and practice,” she reflects. “I've got the confidence to take more risks.”

The impact shows up in everyday teaching too. As Sam Geddes, a teacher, puts it: “The fact that York College has invested in my professional development makes me feel valued. They care to develop their teachers, to get to a higher standard of teaching and learning.”

What changed for learners, and why it’s sticking

York College’s success is not due to a single credential or training programme. It is what happens when development becomes normal, and when leaders put time and credibility behind it.

Importantly, staff feel more connected, and less isolated. Luke sums up the wider value of that type of culture: “I'm a big believer that teachers working together will produce better results than those working in silos.”

Victoria links teacher development directly to stronger learner outcomes. “We’re absolutely delighted that our ETF Partnership has led to improved outcomes for our students and apprentices. Teaching is now better, more students achieve and more get higher grades.”

Ken also points to ETF Partnership as a turning point: “Our results in the last couple of years have improved tremendously. The impact here is clearly measurable and clearly impactful, some of the best money we’ve spent on professional development.”