Photograph of Sarah MullinSarah Mullin has been teaching English since 2005. She enjoyed career success as Deputy Head of English at a Catholic Technology College and Head of English at an academy school in London before becoming the Assistant Head teacher at Priory School in Birmingham, a co-educational independent school and Sixth Form for children from 6 months to 18 years. Sarah’s responsibilities include pupils’ welfare and wellbeing; the spiritual, moral, social and cultural development of pupils; and raising standards of teaching and learning. 

As an outstanding practitioner with a proven track record of excellent examination results, Sarah has enjoyed sharing her wealth of skills and experiences with other teachers. She has mentored many English teachers across the country and has supported other middle leaders with excellent results.  Sarah has worked hard to achieve success “It is a philosophy that I actively promote. I believe the best resource that we have as teachers is the support and experience of each other.” When Sarah learned about the CTE programme, she felt that it was an excellent way for her to gain recognition for her continued commitment to raising standards in education.

“The CTE application process allowed me to reflect on my academic and professional achievements, evaluating the positive impact I have been able to have on children, young people and other colleagues. It is a fantastic programme which gives recognition to professionals who often go above and beyond what is expected of them.”

Sarah was able to use her CTE status towards one of her annual performance management targets at school “by submitting evidence of my accolades, skills and experiences, I was able to show my commitment to ongoing career development as an English specialist. The CTE application also inspired me to link my professional development with further research by studying for a Doctorate in Education.”


Jane Campion has been teaching for 10 years. She’s an English teacher and Coordinator for Key Stage 5 English at Katharine Lady Berkeley’s School in Gloucestershire. The school is a mixed 11-18 comprehensive school and Jane’s also Lead Teacher for Gifted and Talented and Coordinator for EPQ (Extended Project Qualification).

Jane’s role with the English Association (she’s editor of the association’s journal, Use of English) and the fact that she sits on the Association’s Secondary Education Committee, means she’s been exposed to the CTE publicity rather more than most.

But there were still three strong reasons for committing to the CTE journey.

“I decided to go for CTE because, firstly, I think it’s important to be able to evidence a commitment to CPD, especially in light of conversion to Academy Status, and in the light of impending changes to pay and conditions.

“Secondly, it’s also important to me because it’s good to be able to evidence experience and expertise that’s been developed since first qualifying – which can be difficult to do if you are not seeking a management position and with the Advanced Skills and Excellent Teacher status being discontinued”.

“And thirdly, I believe subject specialism is important.”

Jane’s school is supportive of CPD and she feels it will benefit her career because it ‘franks’ her personal commitment to her job.  For Jane there a number of general benefits: it keeps the job interesting; broadens and deepens subject knowledge; and is vital for keeping abreast of developments and changes.