Specialist Leaders in Education in our Alliance
The Specialist Leaders in Education (SLE) in our Alliance have at least one specialism from areas of expertise based on the four areas of focus for Ofsted.
|OFSTED focus||Areas of expertise|
|Leadership and management||Academies and academy transition; assessment; leadership of continuing professional development; school business management and financial management; leadership of curriculum|
|Pupil achievement||Art; closing the gap; drama; design and technology; early years; English; geography; history; information and communication technology; maths; modern foreign languages; music; phonics; physical education; personal, social and health education; religious education; science; special educational needs; support for the most able pupils|
|Quality of teaching||Initial teacher training and newly qualified teacher development|
|Behaviour and safety||Behaviour and discipline; attendance|
What does an SLE do?
Specialist leaders of education focus on developing leadership capacity. While other roles (for example, advanced skills teachers) focused on developing classroom expertise, this role is about developing other leaders so that they have the skills to lead their own teams and improve practice in their own schools. This may be done through one-to-one or group support and could involve a variety of activities, such as data analysis, coaching, facilitation and training, joint action planning.
Who can apply to be an SLE?
To become a specialist leader of education, you need to have been in a leadership role below the headteacher for at least two years. Your headteacher will be asked to confirm that you are in an appropriate role. Higher level teaching assistants are not eligible to apply.
You can be from any type or phase of school. You do not need to be in an outstanding school or a school that is part of a teaching school alliance, as long as your school has the capacity to release you to work in other schools. Full training and support is provided by the Teaching School.
To be successful in your application, you should have:
- a successful track record of working effectively within your own school and/or across a group of schools, or working with a range of leaders within a single school
- evidence of successfully using coaching and/or facilitation skills to bring about sustainable improvements
- excellent communication and interpersonal skills
- an understanding of what constitutes ‘outstanding’ in your field of expertise and the ability and confidence to communicate this
- an understanding of how your specialism and skills can contribute to wider school improvement goals
- an analytical approach in identifying and prioritising needs
- the ability to set and establish new and innovative working practices
- the ability to grow leadership capacity in others