The transition to a greener economy requires a growing workforce skilled in science, technology, engineering, and mathematics (STEM) subjects. To address an engineering workforce shortage, and promote more equitable access to careers in this field, there's a recognised urgency to increase student engagement, particularly among underrepresented and underserved groups.

Teachers need support to strengthen their knowledge, skills, and confidence in delivering inclusive, cross-curricular STEM education. Interdisciplinary and student-centred approaches, particularly focusing on the Engineering Design Process, have proven effective in making STEM relevant and engaging. Real-world learning opportunities and career-focused activities featuring relatable role models can further boost engagement. Additionally, small adjustments that connect lesson content to students' daily lives can significantly impact their interest and identification with STEM subjects.

Continuous Professional Development (CPD) and Professional Learning Communities (PLCs) are practical ways to promote these inclusive teaching approaches. However, ensuring their effectiveness is key. Peer-to-peer collaboration, both within CPD and PLCs, is essential for challenging existing norms and encouraging diverse participation. This inclusivity should encompass teachers from various disciplines, backgrounds, and career stages, while also fostering student-centred learning that caters to the needs and interests of students from diverse backgrounds.

Key Learning:
This presentation explores the impact and challenges of establishing teacher networks and continuous professional development. It presents findings from literature reviews and independent evaluations of the Connecting STEM Teachers (CST) programme, a national schools initiative led by the Royal Academy of Engineering over a 12 year period. Findings from the CST programme demonstrate the value of professional learning networks for teachers. Participation enhances teachers' confidence, knowledge, and ability to deliver innovative teaching practices that can transform the STEM curriculum.

Methodological Approach:
The study, informed by an extensive literature review, adopted a qualitative design to explore the operation of CST networks. Interviews were held with Teacher coordinators (TCs) from networks across the UK; these included a mix of rural and urban networks and networks from across England and devolved nations. Following this initial stage, nine networks were selected according to: length of experience with the CST programme, subject specialism and gender of TC, and geographical location. The research team attended and observed network meetings and held interviews with two to three teachers in each of the nine selected networks. All interviews were conducted online, transcribed verbatim, and thematically analysed.

Key Recommendations:
- Build teaching communities with shared goals, fostering trust through facilitated collaboration.
- Provide practical content, resources, hands-on activities, and opportunities for discussion and reflection.
- Tailor network activity to the specific location and context, considering local geography and existing networks.
- Lead coordinators should possess relevant teaching and STEM expertise, model best practices, and foster relationships.
- Engage senior leaders to influence whole-school participation and collaborate with middle leaders to support dissemination and curricular influence.

Keywords: Connecting STEM Teachers programme, Continuous Professional Development, Cross curricular, Engineering Design Process, Interdisciplinary, Professional Learning Communities, Real-world learning, Royal Academy of Engineering, STEM, Student-centred learning, Teacher networks.