APPENDIX 4 Specialist Leaders in Education (SLEs) DANES EDUCATIONAL TRUST ST CLEMENT DANES SCHOOL CROXLEY DANES SCHOOL SPECIALIST LEADERS IN EDUCATION DfE NATIONAL SCHEME AND ST CLEMENT DANES SCHEME (September 2015) The purpose of this paper is to: inform Governors and staff of the operation and implementation of the Specialist Leaders in Education (SLE) scheme at St Clement Danes; outline the development of the scheme in terms of school and outreach work undertaken and finally give details of the SLE remuneration. 1. BACKGROUND AND RATIONALE In September 2006 the school introduced its own in house Excellent Teacher (ET) Scheme. The main focus of the ET was teaching and learning and the sharing of good practice both within the faculty and across the school. ETs played a central role in raising standards in school primarily through their involvement in the: A2 focus ; AS think tank ; research into gender differences in attainment/achievement at A level; the implementation of PLTs and AfL across all faculties as well as the development and dissemination of the Literacy and Numeracy policies. ETs formed part of the core observer group who contributed to SLT faculty reviews as well as supporting colleagues in the consistency in teaching programme set up to improve teacher performance. More recently ETs made a significant contribution to school to school support work undertaken as part of the school s NSS outreach work. In 2010 the Schools White Paper announced the creation of the SLE role and from September 2013 St Clement Danes, as a Teaching School, can make SLE appointments.
2. SLE ROLE The SLE role builds upon the excellent practice developed by ETs. SLE work is an extension of work started and carried out by ETs. All SLEs are expected to have the following skills, attributes and experience. Experience: Be outstanding middle or senior leaders (below Headteacher) with at least two years experience and a first class knowledge in a particular field Have a minimum of two years experience in a leadership role Track Record: A successful track record, supported by impact evidence of working effectively within their 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 improvements Skills: Excellent communication and interpersonal skills The ability to utilise high levels of emotional intelligence to work sensitively and collaboratively with peer colleagues An understanding of what constitutes outstanding in their field of expertise and the ability and confidence to articulate this An appreciation of how their specialism and skills can contribute to the wider school improvement agenda An analytical approach in identifying the needs and the ability to prioritise accordingly, including the ability to set and establish new and innovative working practices The ability to grow leadership capacity in others 3. SLE DESIGNATION St Clement Danes appoints two types of SLEs. Those who have sufficient experience and meet the DfE criteria will be appointed by the Herts & Bucks Teaching School Alliance (TSA). SLEs appointed this way will have to undertake training to be registered by the DfE. It is an expectation that appointed SLEs provide support work every year. SLEs appointed by the Herts & Bucks TSA will need to have made application by the closing date specified on the TSA website (www.hertsandbuckstsa.co.uk). Application forms and details can be obtained from the National College Teaching and Leadership (www.education.gov.uk)
The second type of SLEs are those appointed by St Clement Danes. SCD-SLEs will be invited to apply. Evidence for selection will include examination results (both attainment and achievement) appraisal reviews and lesson observation information. A potential SCD-SLE will already have some and indeed many of the attributes outlined in Part 2 of this paper. It is recognised that a SCD-SLE will have areas for development before application can be made for National SLE status. The SCD-SLE will be supported in order to make an application for National SLE status at the appropriate time. SCD-SLEs must have a permanent contract at the school. The post they hold must be full-time. In exceptional circumstances consideration will be given to post holders with substantial part-time contracts. SCD-SLE status is not transferable to another school or Teaching School Alliance unless external accreditation is obtained. 4. JOB DESCRIPTION SLEs have two distinctive roles. They will undertake school improvement work within St Clement Danes as well as providing school to school support (StSS) for schools in need supported by SCD or the Herts & Bucks TSA. SCD Tasks SLEs will be active members of the school s Teaching and Learning group. Their remit is to achieve improvements in teaching and learning across the school. SLEs will work as a collaborative group in school led by a member of SLT. The emphasis will be on sharing good practice. SLEs will address whole school initiatives and priorities, as determined by SLT at the beginning of each academic year. In addition to the normal duties of a classroom teacher, the specific responsibilities of SLEs will include: induction of newly qualified teachers and those on school direct placements professional mentoring of other teachers sharing good practice through demonstration lessons helping teachers to develop their expertise in planning, preparation and assessment helping other teachers to evaluate the impact of their teaching on students undertaking classroom observations to ensure improvements in teaching and learning and the dissemination of good practice helping teachers improve their teaching practice including those on capability procedures
be appraisers lead INSET at faculty, school and TSA level deliver CPD in school lead and share at Teaching and Learning briefings lead R&D groups in school And other tasks as and when they arise determined by school priorities and discussions with SLEs TSA Tasks SLEs will contribute to the StSS work assigned to the TSA. This may involve: coaching and mentoring of teachers in the supported school coaching and mentoring of middle leaders in the supported school developing exemplar lesson plans and SOWs providing demonstration lessons for teachers in the supported school interpreting data from the supported school and then formulating action plans lesson observations with feedback to relevant stakeholders attend school Action Planning meetings at the supported school (if required) become trained facilitators in nationally recognised CPD programmes (e.g. NPQML, OTP, ITP) contribute to and also lead R&D projects for the TSA on behalf of NCTL, DfE or other recognised agencies. 5. APPRAISAL SLEs will set targets as part of the school s appraisal cycle. There is an expectation that at least one target should relate to a SLE task within the faculty and at least one objective should be determined by an Emerging Priority on the School Development Plan and another, if appropriate, would reflect any significant TSA work. The faculty objective will be set and monitored by the HOF. The whole school objective will be set and monitored by the member of SLT with responsibility for Teaching and Learning and the TSA objective, if set, will be monitored by the member of SLT with responsibility for Teaching School. In order to facilitate the monitoring and support of the SLE throughout the year there will be monthly SLE meetings. In attendance will be: SLEs; SLT responsible for T&L; SLT i/c Teaching School as well as the Headteacher.
Review of previous year s targets and setting of current year targets will take place in September each year once the school s Emerging Priorities on the School Development Plan have been finalised. Progression through the Lead Practitioners pay scale is determined by performance against targets. The review officer for SLE appraisals is the Headteacher. 6. REMUNERATION AND TIME ALLOCATION There is no national pay scale for SLEs and the DfE has no plan to have a pay scale in the future or a set payment rate for SLE time. Schools and TSAs can choose to reward their SLEs in different ways at SCD we will implement the following. SLEs will have a reduced timetable this will allow them to undertake SLE work within SCD as well as carry out StSS as required. Typically a SLE will be allocated a 0.8 teaching load. Pay is on the Lead Practitioners pay scale (STRB 2013). SLEs will have a pay range of 10 points on the pay scale and it is envisaged, following a successful review of targets, that there will be an annual progression up the pay scale until the maximum is achieved. There will be two pay scales to reflect SCD and National SLE status. At present this arrangement is not adopted across the Herts& Bucks TSA. (a) SCD SLEs Pay Scale updated September 16 SLE1 39,659 SLE2 41,190 SLE3 42,720 SLE4 44,250 SLE5 45,780 If the SLE has reached UPS3 then the SLE will be spotted on the SLE scale at the point immediately above their current salary. If the salary of the SLE is above SLE5 then the SLE will retain their current salary but will likely lose some or all of their TLR or leadership responsibilities in order that they have capacity to carry out SLE work.
If the SLE is below UPS3 then the SLE salary will be enhanced by a 1000 one-off payment. Once UPS3 is achieved then the SLE will move onto the SCD-SLE pay scale. (b) National SLEs Pay Scale Updated September 16 SLE6 47,310 SLE7 48,840 SLE8 50,370 SLE9 51,901 SLE10 53,431 The SLE 6-10 scale is for those who have been appointed to the position by the TSA following formal application. The SLE will be spotted at the point immediately above their current salary. If the salary of the SLE is above SLE10 then the SLE will retain their current salary but will likely lose some or all of their TLR or leadership responsibilities in order that they have capacity to carry out SLE work. If the SLE is below UPS3 then the SLE salary will be enhanced by 1500 one-off payment. Once UPS3 is achieved then the SLE will move onto the National SLE pay scale.