The Forest Teaching Alliance is committed to school improvement through a system of partnerships that draw upon the wide expertise of SLEs within our alliance of schools in the area. We have a proven track record of working with other schools and the capacity and integrity to undertake support for schools in challenging circumstances. This is provided by senior and middle leaders from a wide range of school settings. We have a track record of working with outstanding and underperforming schools in all contexts. We have a great deal of expertise in every area from improving the quality of teaching, to leadership coaching, behaviour management, policies and systems, data and tracking, curriculum design, timetabling, financial management, and individual subject support.
We are equipped and committed to providing a personalised, yet robust, support package within the Secondary and Primary school sectors. Support work can involve a single visit to a longer relationship in a wide variety of formats from lesson observations to coaching or multiple SLEs being involved depending on need.
Specialist Leaders of Education (SLEs) are ‘outstanding’ middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools. To become an SLE, you will need to provide evidence that you understand what outstanding leadership practice in your area of expertise looks like and you know how to support other leaders to do the same in their own context.
As an SLE, you will be deployed into schools to develop the leadership capacity
of individuals and teams using coaching and/or facilitation that draws on the knowledge and expertise in your specialist area. Your work will contribute to improving outcomes for students in other school settings.
The School to School Support Process
- Request made for support to the Forest Teaching Alliance.
- Request goes to Kathryn Rayfield (TSA Lead) or Steve Brady (Headteacher).
- Forest Teaching Alliance contacts school to broker support. Needs are confirmed and costs are presented. SLEs/others are identified to support the school. First meeting arranged with TSA lead and SLE to confirm focus of work, outcomes, expectations, frequency and types of support and time scales.
- Action plan of support created.
- All parties sign up to the contract agreement.
- Deployment of SLEs begins and the SLE completes a short summary of each visit/contact with action and outcomes.
- Mid-point review to assess progress and any changes required (depends upon situation).
- Final review by SLE and Headteacher of client school written up and passed onto the Forest Teaching Alliance board.