Our Secretariat
The Teaching Supply Alliance (TSA) operates as a volunteer-led collaboration of experts from across the education sector. Through partnership and shared expertise, the TSA seeks to strengthen understanding of the factors influencing teacher supply and support evidence-informed approaches to building a sustainable, high-quality teaching workforce.
For more information about how the Secretariat was formed, and its Terms of Reference, please visit: About the Teaching Supply Alliance.
Co-Chair: Professor Tanya Ovenden-Hope
Professor (Dr) Tanya Ovenden-Hope is Dean of Place, Social Purpose, Research and Knowledge Exchange and Professor of Education at Plymouth Marjon University. Tanya is a committed and enthusiastic educationalist with nearly four decades experience in schools, colleges and universities in England as a teacher, teacher educator, educational leader and educational researcher. Tanya is an elected BERA council member and Advisory Board Member for the Paul Hamlyn Foundation Teacher Development Fund. The author of numerous papers, reports, articles and books, Tanya is dedicated to exploring social inequity and educational disparity and has focused on the challenges for coastal and rural communities and the schools and colleges that serve them. Her latest research reports can be found at https://www.marjon.ac.uk/educational-isolation/, including The Pretty Poverty Report (2025), which calls for place-based equity in government measures of deprivation.
Co-Chair: Emma Hollis
Emma Hollis is CEO of the National Association of School-Based Teacher Trainers (NASBTT) which promotes high-quality schools-led programmes of training, education and professional development of teachers. Previously Head of Initial Teacher Training (ITT) for a School-Centred ITT provider, then Head of Teaching School and subsequently Head of Education Strategy for a newly-formed MAT, Emma has worked closely with NASBTT since 2016 when she joined the Management Team. She took up the role of Executive Director in 2017, becoming CEO in 2024.
Content Lead (Schools): Professor Caroline Daly
Professor Caroline Daly is Professor of Teacher Education and Director of the Centre for Teachers and Teachers Research, UCL Institute of Education. She taught in secondary schools for ten years before joining the Secondary PGCE team at the IOE. She researches teacher professional learning, with a major interest in pre-application to teaching, programme design, Early Career Teachers, mentoring and school workplace support for new teachers. Her work includes research and development in programme design and mentoring for new teachers in England, Wales and New Zealand and she currently leads the Leverhulme Trust project ‘Young People, Possible Teachers’. She is Commissioner to the Teaching Commission, investigating solutions to recruitment and retention challenges and sustaining an expert teacher workforce.
Content Lead (Further Education): Jessica Cowen
Jessica Cowen brings more than 20 years’ experience in Further Education (FE), with a strong commitment to developing education and training that responds to the needs of communities and the workforce. Her career spans different phases of education, including successfully securing and implementing nationally funded Sport England initiatives such as the Secondary Teacher Training Programme. She has more than 10 years’ experience developing, delivering and leading Further Education programmes, including Initial Teacher Education, alongside leadership roles in Higher Education and the Education Department at Truro and Penwith College. Her work has consistently focused on maximising the potential of trainees and students. She now applies this experience as an Education Consultant, developing workforce capacity to maximise educational impact.
Digital Lead: Robert Caudwell
Robert Caudwell is the co-founder of Penrose Education – the EdTech company behind the teacher development platform: Mosaic. He is passionate about the thoughtful use and development of technology to support teachers and the teaching profession. Prior to his current role, he taught secondary school mathematics before leading a Teaching School and then taking on various teacher development leadership roles within a large Multi Academy Trust. He is a Fellow of the Chartered College of Teaching and holds an undergraduate MA in International Relations, an MA in Education and Leadership and is currently studying for an MSc in Systems Thinking in the Public Sector.