The Pennine Teaching School currently has 49 designated SLEs.
The next SLE round is expected to be in the Autumn Term 2018.
Are you an experienced middle or senior leader who is interested in supporting leaders in other schools? If so you might want to apply to be a specialist leader of education (SLE).
The Specialist Leader of Education Programme is at the heart of a school led system where schools take responsibility for improving student outcomes through school to school support. SLEs are successful middle or senior leaders. The role of the SLE is to provide support to another leader with the aim of school improvement.
Who can apply?
To become an SLE, you need to have been in a leadership role below the head teacher for at least 2 years. Your head teacher will be asked to confirm that you are in an appropriate role. You can work in any phase or type of school to become an SLE.
You do not need to be currently in an outstanding school to become an SLE.
A successful application will demonstrate:
• 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
What an SLE does?
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
• facilitating and training
• joint action planning
If selected, you will be expected to provide evidence that your work has had a positive impact on outcomes for children and young people by developing leadership capacity in other schools.
The role lasts for 4 years, at which time there will be a review. The types of placements will vary. For example, one might be a 2 day diagnostic exercise, while another might require a 3 month, full time support role. Time may be taken as a block of consecutive days or spread over a longer period.