An interview with Hannah Collins, Vice Principal, Trinity Academy Leeds

Q: Why do you think investing in teacher development is so crucial?

“We’re facing a retention and recruitment crisis in teaching, so I don’t understand why we’re not investing more in making good teachers great. Teamship is really important to me—learning together is key. Teaching can be quite isolating, creating resources on a Sunday night alone. But learning is a social thing, and it should be.

We’re unashamedly academic for our students, so let’s be unashamedly academic and professional as a profession. Just as in healthcare, where you invest in research to find the best treatments for patients, we should be doing the same in teaching. There is so much brilliant evidence on what makes better learners, and it just needs to be applied in the classroom. Too often, great teaching practice stays within four walls instead of being shared. Teachers need to feel validated, recognized, and supported.”

Q: How has membership with the Chartered College of Teaching helped you as a leader?

“All of that fantastic research is available on one platform, and it’s really easy to navigate. I love the search function—you can simply type in ‘memory’ and instantly access a wealth of brilliant articles, case studies, and research reviews.

Teachers are very busy people. Just as I wouldn’t expect a student to learn the French horn without access to one, why would I assume teachers will find evidence-based research on their own? The Chartered College brings the research to us, making it accessible and easy to apply in the classroom.”

We’re facing a retention and recruitment crisis in teaching, so I don’t understand why we’re not investing more in making good teachers great.

 

Q: You’ve completed the Certificate in Evidence-Informed Practice. How did that impact your teaching?

“I would absolutely recommend it. It makes you reflect and think really carefully. It challenges unconscious biases—asking, ‘Am I teaching this way for the right reasons? Am I making assumptions when marking that a student knows something they don’t?’

If I can do my job better, why wouldn’t I want to? All professionals want to excel. For me, job satisfaction is going home knowing I’ve done a great job but also having the humility to say, ‘Tomorrow, I’ll do it even better.’”

Q: How do you encourage professional learning within your school?

“I thought, why don’t we all do this qualification together? Learning should be a shared experience. Just as we have our own school language, let’s develop a shared understanding of cognitive science.

Our curriculum is completely evidence-informed, and that’s a continuous process. Like any other profession, we get better as we learn more. Understanding how the adolescent brain works allows us to adapt and respond positively. It also reinforces that teachers are not just educators—they are qualified subject experts committed to lifelong learning. That passion is what keeps people in teaching.”

Q: What is the wider impact of investing in teachers’ professional development?

“Investing in staff—giving them the time and space to focus on what truly matters—is incredibly powerful. Even more so when it’s done collectively, rather than teachers feeling isolated, working late into the night.

When teachers collaborate and engage in evidence-informed practice, we create a culture of expert teaching. This leads to better lessons, more engaged students, and ultimately, brilliant educational outcomes. That’s what makes a real difference.”

Hannah Collins’ insights highlight the transformative impact of professional learning and the role of the Chartered College of Teaching in making that learning accessible. Whether you’re an early-career teacher or an experienced leader, membership provides a wealth of resources, support, and recognition to help you be the best educator you can be.

Join the Chartered College of Teaching today and invest in your professional growth.