External appearances — news, broadcasts and long-form pieces in the press and on radio.
Argues that curriculum and assessment need to catch up with developments in mastery-oriented maths teaching.
Personal TDT blog reflecting on the organisation’s journey and change.
A practical guide for school leaders on the key priorities for getting AI right in schools.
Setting out the rationale for the Maths Horizons curriculum and assessment review.
An honest assessment of where AI actually stands in education and what schools can realistically expect.
Career-move note identifying Weston as AI lead at Purposeful Ventures after TDT.
Makes the case for continuing funding for the golden thread of teacher development.
Advice for school leaders on approaching AI strategically and responsibly.
Announcement of an expert group exploring a workable CPD entitlement, listing Weston among members.
Article on using video and AI to support improvement in coaching practice.
Reviews a multimodal AI study using classroom video/audio to analyse teacher-student interaction.
Continues the exploration of GPT-4 style simulations for teacher development and mentoring.
Explores using simulated school interactions to support teacher and school-leader training.
Discusses CPD spending decline and how leaders can protect staff development despite financial pressure.
Reflects on progress in teacher-development policy and argues that access to quality CPD still needs improvement.
Argues for a more developmental and effective approach to teacher performance management.
Discusses teacher autonomy and how leaders can create conditions for professional agency.
Distinguishes CPD from career development and gives leaders ways to support teacher progression.
Identifies psychological and organisational reasons that make CPD hard to implement.
David Sait article that discusses Weston’s coming-out story and the importance of LGBT-inclusive environments in schools.
Personal LGBTSTEM/out-teacher piece on the value and complexity of honesty for teachers.
Guest blog linked to the publication of Unleashing Great Teaching.
Schools-focused argument for continuing LGBT support and vigilance 30 years after Section 28.
Shows how school culture can enable or undermine professional learning.
Discusses workload, agency, support, recognition and leadership conditions that could improve science teaching careers.
Connects teacher retention to meaningful career development and professional growth.
Explains why collaboration needs structure, expertise and purpose to improve teacher learning.
Critiques performative compliance and calls for development activity that improves pupil learning.
Responds to evidence on CPD access and quality, especially in schools facing disadvantage or low outcomes.
Argues for retention strategies that invest in existing teachers and develop them over time.
Practical advice for making CPD sessions more active, relevant and effective.
Shows how leaders can create time and reduce workload so professional learning can happen properly.
Challenges compliance-driven performance management and argues for improvement-focused teacher development.
Practical guidance on making peer coaching meaningful rather than performative or punitive.
Explains how successful schools prioritise professional development in a science-education context.
Headteacher Update version on what the new CPD standard means for school leaders.
Explains the new DfE Standard for Teachers’ Professional Development.
Uses seven leadership questions to promote professional dialogue and ownership.
Previews a shift in professional-development thinking before government CPD standards.
Sets out approaches to making professional development higher impact.
Headteacher-focused version on creating a culture for motivation and development.
An op-ed in The Telegraph ahead of my Wellington Festival of Education talk.
Commentary on the College of Teaching debate and the need for credible professional infrastructure for teachers.
Advises how to evaluate the impact of professional development.
Feature on CPD audits and TDT’s role in reviewing school professional-development culture.
Practical guest post giving ten concise dos and don’ts for designing effective teacher development.
Outlines strategies for building a culture where staff can excel.
Discusses what exceptional CPD looks like and how leaders can achieve it.
News article on the expert panel chaired by Weston to advise on teacher professional-development standards.
Argues against generic CPD and links the issue to national thinking about stronger professional-development standards.
Uses the analogy of learning to cook to discuss teacher skill development.
For school leaders, summarises barriers to effective CPD across whole schools.
Argues that schools must challenge homophobia and support gay pupils.
Explores trust between teachers and leaders as a condition for healthy school culture.
Summarises common CPD problems found in TDT audits and suggests remedies.
Argues for subject-centred CPD rather than generic best-practice messaging.
Explores the importance of CPD and barriers to implementation.
Profile interview covering his route into teaching, Teacher Development Trust, coming out at school and liver-transplant context.
Guidance for teachers asked to lead CPD with colleagues.
Shows how schools can strengthen career development opportunities for staff.
Explains how schools can protect the integrity and impact of lesson study as it is adopted outside Japan.
Advice for making mentoring, observation and training useful during early career development.
Warns that budget pressures are reducing staff development even though professional learning remains central to improvement.
Explains the collaborative lesson-study model and its value for teacher enquiry.
Advises schools on commissioning external CPD or consultancy.
Gives practical ways schools can create time for professional learning.
Sets out CPD habits for newly qualified teachers.
Introduces a networked approach to teacher enquiry and professional learning.
Discusses experienced teachers leaving the profession and what might help them stay.
Critique of common failure modes in teacher-development design and leadership, framed for CPD leads and school leaders.
Critiques career pathways that reward task accumulation rather than developing teaching expertise.
Lists six areas for schools to consider when focusing CPD.
Early Guardian piece on making teacher professional development more useful and cost-effective.
Argues that technology spending should be led by pedagogy and teacher-development time rather than novelty.
Personal and professional argument for why gay teachers being out can matter to pupils and school culture.