The LeTS Guide to the Deployment of Specialist Leaders of Education (SLEs) September About the pilot

Transcription

1 The LeTS Guide to the Deployment of Specialist Leaders of Education (SLEs) September 2013 About the pilot I found it really useful for providing schools with real quality people to help influence the leadership quality of teaching and learning it was a fantastic way to show what SLEs could deliver to a school I will definitely use it again and tell others too. Greater Manchester Head teacher 1

2 Contents What are SLEs? 3 The role of the Teaching School 4 LeTS Alliance SLEs 5-6 The benefits for your school 7 How can I request SLE support? 8 Deployment Agreement and Evaluation 9 Costs & subsidy FAQs Appendix I SLE Deployment Agreement Form 11 SLE Evaluation Form 2

3 What are SLEs? The Schools White Paper introduced SLE role to improve the quality of school leadership through school-to-school support and peer-to-peer learning. Building on the success of the work of NLEs and SLEs this third tier of school to school support has been successfully piloted and is now available nationally through Teaching Schools. The Role Specialist leaders of education are outstanding, experienced middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools. They understand what outstanding leadership practice in their area of expertise looks like and are skilled in helping other leaders to achieve it in their own context. SLEs will be the drivers of school-to-school support. They will develop the leadership capacity of others, using coaching or facilitation support that draws on their knowledge and particular area of expertise. Although supporting other schools will be the key focus, SLEs will also be able to engage with other areas of work. This could include, for example, undertaking research activity on behalf of the Alliance, preparing and delivering leadership events to which Alliance members are invited or working alongside a newly appointed leader as a mentor / coach in the form of an induction package. The role of the Teaching School Numbers The SLE is a new designation linked to National Teaching Schools. Almost 1,000 SLEs were designated by Teaching Schools in the first round. This figure has increased and continues to do so. Eventually, around 10,000 are anticipated to ensure a full national coverage. Priority areas listed by the National College have changed with each cohort but amongst them are: Primary Mathematics/Numeracy Primary English/Literacy Secondary Mathematics/Numeracy Secondary English/Literacy Special Educational Needs MFL Science Behaviour and discipline Eligibility criteria All SLEs have gone through a strict assessment process to ensure that they meet the eligibility criteria. All applications are first assessed by the National College for Teaching and Leadership before being passed to the Teaching School for further assessment and interview. The SLE concept is very closely linked to the vision for Teaching Schools. SLEs are designated by Teaching Schools and will be assigned to their Teaching School s Alliance. They are a means by which Teaching School Alliances can achieve their KPIs. 3

4 Leicester Teaching School Alliance (LeTS) For the development of the SLE programme the Teaching School is responsible for: Interview and assessment for designation Induction training Optional additional training sessions Raising awareness of SLEs purpose throughout the Alliance Developing aspirant SLEs from the Alliance Brokering SLE services Drawing up Deployment Agreements Completing Deployment Evaluation Documents On-going SLE support Measuring the impact of SLE deployments on outcomes for children Review and monitoring of SLE assignments Quality Assurance De-designation LeTS Alliance SLEs The Teaching School is responsible for managing the deployment process from start to finish, supporting the SLE throughout their deployment, including identifying the most appropriate SLE when a request for support is received. Support will always focus on sustainable leadership development and school improvement. With this in mind, each deployment will start with a clearly defined Deployment Agreement. Each party will sign this agreement (the Teaching School, the commissioning body and/or the supported school and the SLE). Rushey Mead Teaching School has designated eighteen SLEs. All have now completed their induction training and are eligible for deployment. LeTS SLEs can be deployed in all phases of schools, including cross phase if it is the leadership of transition that needs support. It is important to point out that the number of SLEs that a Teaching School can designate is controlled by the National College for Teaching and Leadership and the areas of expertise depends upon the applications received. For example, in the first round we were unable to appoint a suitable SLE for Science. We have also found it difficult to recruit primary SLEs. For the next round of SLE recruitment we are keen to hear from any members of the Alliance who are interested in becoming an SLE, particularly those who are from the Primary phase. 4

5 Welcome to the SLE Team Kate Crespin - Rothley C of E Primary School Deputy Head Teacher Specialism: (Primary) Maths As a Maths Specialist Teacher Kate has experience in raising the quality of teaching and learning in her own school and with colleagues from different settings. Kate s role requires her to demonstrate a strong enthusiasm and commitment for learning in order to successfully inspire others. Kate is able to recognise excellence in teaching and learning and effectively and supportively challenge poor performance in others. She has proven experience of raising underperforming teachers through appropriate support and coaching. Kate continues to develop herself professionally by reading widely, ensuring that she is on top of current trends and able to advise and support staff. Ashley Bartlett Rushey Mead School Specialist Lead Teacher: Teaching & Learning Specialisms: History & Teaching & Learning Ashley has almost eight years experience teaching in a secondary school and was an adult education tutor before that. He has significant middle leadership experience having lead a History team, undertaken a wholeschool a pastoral role and in his current role supports the SLT in leading the development of teaching and learning. Ashley is a trained OLEVI facilitator who has delivered a wide range of CPD both internally and externally. His workshops include the Teaching and Learning Cocktail (with Lisa Vann) - delivered at the Institute of Education and to local primary schools in Leicester. In addition he has co-written an article in Teaching History on supporting PGCE students, an area of which he has considerable experience. Ashley is an accredited Challenge Partners Subject Leader and he has previously worked with the Local Authority to organise a History Conference of noted speakers and workshop leaders. 5

6 Julie Gardiner Rushey Mead School Director of Leadership Development Specialisms: Modern Foreign Languages & Middle Leadership Development Julie has been teaching French for more than 20 years and her experience as a Head of Faculty includes moving the faculty from satisfactory to one that has since consistently been judged outstanding. She has been involved in supporting best MFL practice in primary schools across Key Stage 2, and has also been involved in teaching pre-school children, adults and individual students. Julie is currently on the senior leadership team with responsibility for leadership development within Rushey Mead School; she is a National College accredited facilitator and has been instrumental in developing the National College s Middle Leadership Development Programme. She also developed, and delivers, our own Introduction to Leadership Programme, which continues to be very successful in growing leadership capacity in others. She is able to support department heads and leaders, particularly with the KS3 and KS4 MFL curriculum, primary languages provision, teaching and learning and pupil engagement, and all aspects of school leadership development. Jane Bland Rushey Mead School Director of Leadership Development Specialisms: Modern Foreign Languages & Middle Leadership Development Jane has been teaching French for 17 years and has worked in a leadership capacity within the MFL faculty for most of this time. She has been involved in supporting best MFL practice in primary schools across Key Stage 2, and has also been involved in teaching pre-school children, Early Years classes, adults and individual students, and has recently been appointed as a Parent Governor for her local primary school with responsibility for MFL in the curriculum. Jane is currently leading 3 collaborative projects as part of the DFE s national languages strategy to improve MFL at both primary and secondary levels. Jane is currently on the senior leadership team with responsibility for leadership development within Rushey Mead School; she is a National College accredited facilitator and has been instrumental in developing the National College s Middle Leadership Development Programme. She also developed, and delivers, our own Introduction to Leadership Programme, which continues to be very successful in growing leadership capacity in others. She is able to support department heads and leaders, particularly with the KS3 and KS4 MFL curriculum, primary languages provision, teaching and learning and pupil engagement, and all aspects of school leadership development. 6

7 Pearl King Rushey Mead School Director: Outreach Specialism: Mathematics Pearl has taught Maths at key stages 3 and 4 for 23 years and has considerable experience of the demands of teaching and learning in the subject. She was head of maths for several years and also has experience of line managing a maths faculty. She is currently on the leadership team with responsibility for outreach work at Rushey Mead School. Pearl has successfully supported staff in other schools to focus on management, teaching and learning and student progress at Key Stages 3 and 4 Maths and also worked with a local primary school to improve problem solving for years 5 and 6. She is able to support department heads and leaders, particularly with the KS3 and KS4 Maths curriculum, data led student achievement and teaching and learning. Amanda Harrison Ash Field Academy Curriculum Leader for Science Specialism: Primary Science, SEN & Curriculum Leadership As a Curriculum Leader for Science Amanda s main drive and commitment is to improve the quality of the curriculum, raise teaching and pupil standards, promote pupil enjoyment and increase the profile of the subject within her own school. Amanda is an outwardly thinking person and views situations from a variety of perspectives and asks pertinent questions. She is an analytical, reflective and creative thinker, able to think outside the box. Amanda values and respects those she works with, building trustworthy relationships. She recognises that she doesn t know everything and her way of doing things is not always the only way. 7

8 Jane Turnbull Soar Valley College Specialist Leader Specialism: Design & Technology Jane has been a departmental head for 10 years; over 6 years as a Design and Technology Head of faculty. Jane teaches Product Design at Key stages 3 and 4, however she has delivered both Resistant Materials and Textiles at Key stages 3 and 4. Jane is also a Challenge Partnership Leader for Product design/technology. Over the past 6 years, with the invaluable support of a dedicated and forward thinking department, the Product Design team has raised the schools GCSE percentage of A*-C grades from an average of 50% to our current 93%. Jane has also moderated for GCSE Product Design. Jane leads a successful DT team who continue to develop strategies to improve all students enjoyment of the subject and our supporting resources are vast. Jane has implemented new technologies to the teams monitoring and assessment strategies as well as the teams delivery of the curriculum. Moreover, Jane has experience of coaching and mentoring fellow teachers within her school base. Jane has developed strong network links with other city schools and continues to offer advice and inset training. Jane is able to share knowledge and methodologies/strategies with other leaders to enable successful progression for all types of learners. Jane is very supportive and can focus on specific issues and help to formulate achievable targets within a realistic timeframe. Kim Taaffe Humphrey Perkins School Curriculum Team Leader for English Specialism: English As head of department, Kim has experience of leading and motivating a team. Her role requires her to instil high standards of teaching and learning; to ensure the team work together to create an outstanding learning experience for the students. Kim has proven experience of working with other schools and raising standards in teaching and performance of students, of particular note was some work she undertook with Primary English teachers who wanted to increase the number of level 6s their students achieved by the end of Key Stage 2. She is passionate that effective leadership of English faculties and departments is essential if students are to achieve to the best of their ability. 8

9 Suzanne Thompson Fullhurst Community College Curriculum Leader for Science and Technology Specialism: Science As a Science Curriculum leader, Suzanne has experience of raising attainment and improving standards in science, as well as being able to liaise with other colleagues within her school. Suzanne s role requires her to demonstrate a strong leadership and commitment to learning. Suzanne has experience in using self-evaluation effectively to turn areas for improvements into areas of strength. She has experience of improving the teaching and learning of staff through effective coaching and support. Suzanne is able to lead and support staff through Ofsted inspections and Curriculum changes. She is able to use data effectively to challenge underperformance as well as implementing effective intervention to raise standards in Science. Suzanne has worked closely with middle leaders in Science to raise standards and is capable of developing leadership skills of others. Ali Rutherford Rushey Mead School Assistant Head Teacher Specialism: SEND & Inclusion Ali is a specialist in Special Educational Needs and Disabilities, inclusion and behaviour and has over 12 years experience of special needs education and working with young people with Social, Emotional and Behavioural Difficulties. She specialises in issues such as safeguarding learners, behaviour and discipline, multi-agency collaboration and Children who are Looked After. Above all her work is in supporting schools to promote inclusive practices to meet the needs of students with SEND. Prior to joining Rushey Mead School, Ali led a specialist outreach team and has worked extensively in all secondary settings in Leicester City. She is primary trained and comes from a background in Psychology and her work is directed by this knowledge base. Ali is passionate about ensuring that young people have all the opportunities to achieve their full potential, particularly those with SEND. This can be ensured by schools adopting inclusive practices underpinned by Quality First Teaching principles. Ali has proven experience of successfully meeting very complex needs and in developing strong structures and practices to ensure that pastoral as well as academic needs are addressed appropriately. 9

10 Greg Holyland Soar Valley Assistant Vice Principal Specialism: Maths Leadership Greg is an experienced leader and accomplished practitioner in Maths who has been fortunate to oversee the development of many successful teams. He has experience in harnessing the talent and goodwill of colleagues to share good practice and raise the quality of the learning experience. Greg has some expertise in monitoring and evaluating teacher and student performance; knowing what to look for, how to organise and how to plan for improvement. He understands how the effective use of data can help to highlight student potential and make planning and target setting more meaningful. Greg feels he has a clear vision of what the approach to teaching maths should be. Students have to develop a deeper understanding of key concepts; they should create links between these ideas and have a confidence to explore problems in a range of contexts. To that end Greg is well versed in mentoring and coaching colleagues, helping them to develop the questioning skills and resources to achieve that. Anne Miller: Abington Academy Deputy Headteacher Specialism: Modern Foreign Languages Anne has 20 years experience of teaching Modern Foreign Languages. She held the role of Head of Department for 9 years and during this period the department was highlighted by Ofsted for outstanding provision and achievement. Anne gained Advanced Skills Teacher status in 2004 and at this point she joined the senior leadership team to oversee the curriculum at her current school. Anne s experience includes working with individual teachers, middle and senior leaders at primary and secondary schools across the county, as well as numerous outside agencies. She has led on a variety of partnerships and chaired the Learning South Leicestershire Teaching and Learning Group for four years, facilitating an extensive programme of teacher visits and the sharing of best practice. Within the last 10 years, Anne has undertaken the role of coach as part of various National College middle leader development programmes and has supported curriculum leaders to drive up performance across all areas of the curriculum. Anne is a systems leader and is able to support department heads and leaders with teaching and learning strategies, analysing issues, identifying needs and prioritising actions. 10

11 James Cherrington Head of PE Soar Valley Community College James has been a departmental head for 7 years, 4 of which were spent in an outstanding inner London school and 2 years in a Sports College. He has completed an MA in Leading Innovation and Change and has found these skills to be invaluable when he has changed employers and has needed to implement new systems to facilitate improvement. Over the past 4 years, with the invaluable assistance of his department, he has raised the departments GCSE PE results from 60% A*-C to their current 87%, with a VA score of 9.3. He also increased the A level PE results to be within the national top 10%. James currently leads a successful PE team who continue to develop strategies to improve all students enjoyment of the subject and increase extra curriculum participation. James has implemented new technologies to the teams monitoring and assessment strategies as well as the team s delivery of the curriculum which have proven to be popular with staff, parents and students alike. James has experience of coaching, mentoring and presenting to fellow teachers within his school base, and has just finished coaching a number of his colleagues through the Middle Leaders Development Programme. Melanie Miles Thurnby Lodge Primary School Deputy Head Teacher Specialism: Early Years Melanie has 11 years experience as a Foundation and KS1 Co-ordinator. She has been responsible for raising the quality of teaching and learning with her own Early Years team and also has experience working with co-ordinators in other Early Years settings. Melanie is line manager for teaching assistants throughout the school and is very well aware of the need to support and develop these members of staff as they perform a key role particularly in the Early Years. Melanie feels it is important to build trustworthy relationships within her team to ensure they work together to create an outstanding learning experience for the children. 11

12 Kate Frith Business Manager Fullhurst Community College Kate has been a Business Manager for 10 years and has worked in Primary and Secondary schools. She has worked with the BSF programme and has supported the college with designing a brand new and a part refurbished building and has been involved in the compliance issues of handing over a retained part of the estate to the managed service provider. Kate has experience of working in a school in special measures and has managed a huge deficit budget from planning budget forecasts through to staff restructuring brining the deficit budget down within one year of implementation. She has successfully coached and mentored staff within the school with their professional development and has a good working relationship with staff at the college showing empathy and compassion when dealing with staffing difficulties. Mia Ings Deputy Head/Head of Teaching and Learning Holywell Primary School Mia has been Head of Teaching and Learning at Holywell for 11 years and has successfully led curriculum remodelling in her own school, with an emphasis on continual review and increasing standards. This contributed to the school receiving an Outstanding grading from OFSTED and an outstanding grade for the curriculum. She led the Leicestershire Curriculum Remodelling Team and chaired the Loughborough Deputies group for 5 years. She was also active within the Leicestershire PLLA group looking at remodelling the curriculum. With a commitment to Internationalism, Mia has also enriched her own school s emphasis on global citizenship and supported other schools in doing this and achieving the International School s Award. Mia is a coach for Leading from the Middle and has supported 3 Headteachers in raising the performance of staff, leadership of the curriculum, internationalism and improving pupil progress in their schools. She has worked to develop new Headteachers, supported NPQH candidates and has experience of coaching and mentoring teachers and leaders in her own setting and other schools. 12

13 Lisa Lillystone Maths TLR Folville Junior School Lisa has been coordinating mathematics in her school for 8 years and became TLR for mathematics three years ago. She has implemented a range of new initiatives within her school to raise the standards of mathematics. She has worked alongside colleagues to improve teaching and learning and supported with planning and assessment. Lisa regularly analyses data to identify children that need to make accelerated progress and Interventions are the put in place to achieve this. Lisa has taken part in a number of external mathematical projects including an international study to Hungary. Lisa is very enthusiastic and passionate about teaching maths and believes that the most important thing is that children enjoy the subject and their confidence is raised so that they believe in themselves and make progress. She looks forward to assisting and working alongside colleagues at other schools to share her expertise and knowledge in order to help children progress and succeed. Chris Bailey Fullhurst Community College Teaching & Learning Leader Specialisms: English, Teaching and Learning, ITT Before recently being appointed to her current post at Fullhurst Community College Chris was a successful Head of English in a large upper school for seven years. During this time Chris raised standards of teaching and learning within the English Department at both GCSE and A- level. These improved standards were reflected in GCSE English results being on a significant plus three year trend and A2 results being in quartile 1 of ALPS. Chris experience includes being a Lead Teacher for English and working with individual teachers and middle leaders at secondary schools across the county to improve middle leadership and teaching and learning within departments. Chris has gained considerable expertise in the leadership of GCSE courses from being a GCSE English Language and English Literature team leader and moderator for OCR for over ten years. In the past two years Chris has regularly planned and led whole school CPD sessions addressing a variety of teaching and learning needs. Chris has a variety of skills that she can use to support other leaders in their own settings to develop strategies in order to improve attainment. 13

14 The benefits for your school This type of peer support is credible because: - It is rooted in current leadership practice and draws on real, relevant experience - Takes place within your school, with the SLE working alongside staff and taking into account demands on their time - Is flexible and bespoke, adapting to the particular needs of your school - Brings a fresh perspective to specific challenges or issues, as well as specialist knowledge and expertise - Always seeking collaborative development - Helps to assure long-term, sustainable improvement - Can contribute to improving school performance overall, by providing a specific focus for development and implementing tangible goals that staff can really engage with - Coaching model which is non-judgemental, whose aim is to support the on-going development of the school. - A clearly defined agreement based on the needs of the supported school is in place prior to the deployment. How can I request SLE support All SLE deployment will be brokered via the Teaching School. It is anticipated that their potential deployment will be foreseen in the whole school improvement plan, and that, where possible, they will be used proactively in a developmental, strategic way. Initial Enquiry A key element of SLE work is relationship building; from the very beginning of the process the Teaching School will be looking to build trust and rapport with the commissioning agency/host school before any formalised agreement is put in place. Following an initial enquiry, the next step will be for Jasbir Mann, Leader of School to School Support and Partnerships to identify and make contact with a suitable SLE. The SLE will then make contact with you to discuss the specific focus of the support. An SLE Deployment Agreement, tailored to your particular circumstances, will be drawn up by your school and the SLE identified. There is no set model but the support will always focus on sustainable leadership development and school improvement. Please contact Sarah Green for any initial enquiries and she will direct specific queries to Jasbir Mann who can contact you with further information. Sarah Green Teaching School Development Officer Rushey Mead Teaching School Tel: ext jgair@rusheymead-sec.leicester.sch.uk 14

15 Deployment Agreement and Evaluation SLEs will be monitored and held accountable for the quality of the support they provide. They will be expected to be able to evidence that their work has had a positive impact with measurable outcomes. As Rushey Mead Teaching School is responsible for the quality assurance and impact monitoring we have to formalise the arrangement with written agreements. To this end, a clearly defined agreement based on the needs of the supported school will be put in place prior to the deployment. The SLE Deployment Agreement (Appendix 1) will be drawn up by the SLE and the School. It will detail the: Organisation commissioning the Success Criteria support Expected outcomes Host school (school to be Time commitment and time line, supported) schedule of visits Selected SLE Arrangements Scope of work Impact measures Personnel involved at the host Funding arrangement and costs school Targets KPIs to be met All parties will sign this agreement. Deployment Evaluation The agreement will be linked to a Deployment Evaluation (Appendix II) which will give a review of progress achieved for the duration of the placement. It will provide evidence to support the impact of each target. 15

16 Costs & Subsidy The cost to the host school will be calculated on a daily rate or pro rata for half days. There is no pre-defined time commitment for SLE work because models and types of deployment will vary, for example, a half day each week for two terms, a full day a week for one term. Overall, we expect each SLE to be available for deployment for a minimum of 15 days per academic year. The daily rate for school to school support, (all phases) is: Cost to purchasing school Daily SLE Rates From April 2013 Reimbursement to SLEs school Brokerage fee to Teaching School 300* *to include travel costs and teacher supply cover SLE Subsidy We have received funding from the Leicester EIP for this year so all City Maintained Schools will be entitled to free use of the LeTS SLEs. Accounting Arrangements Leicester Teaching School Limited is the trading arm of LeTS and as such all financial transactions relating to SLEs will pass through this not for profit company. The company will raise invoices to the host schools for the total cost and in turn the supplying schools (home school of the SLE) will invoice the company so that their costs (as defined in the Deployment Agreement) incurred by the absence of the SLE will be reimbursed. All costs and invoicing arrangements will be clearly stated in the Deployment Agreement and each deployment will have its own agreement. Brokerage Fee As shown on the table of rates, a brokerage fee (a fixed cost for each full day or pro rata) will be factored into the transaction. This fee will not only be used to cover the cost of administration incurred by the Teaching School, but the on-going support of the SLE by the teaching school, the final evaluation and the QA for each deployment as required by the National College for Teaching and Learning. 16

17 FAQs 1. Who makes the decisions about SLE deployment? The Teaching School 2. What are the priorities for SLE deployment? KPIs 3. Which schools are eligible for SLE support? All schools within the Alliance have priority call, however if an SLE is not deployed then a placement outside the Alliance would be considered. 4. What is the support intended to achieve? To develop a self-improving school system. 5. How is the SLE home school to be paid? The Teaching School will pay the home (supplying school) upon receipt of their invoice in accordance with the amounts stated on the Deployment Agreement. The financial arrangements will be handled by the LeTS Alliance Trading company; the company will raise an invoice to charge the host school and in turn the home school will invoice the company in order to be reimbursed. 6. Can the LA or other strategic partner block book an SLE/s to meet its own priorities? Yes as long as the deployment is in keeping with the Teaching School priorities. 7. Would a receiving school be expected to pay for or contribute to the costs of the SLE if its needs were determined by another agency eg the LA No 8. How many days should an SLE be deployed in one school? The amount of time is negotiable, as long as the deployment contract is clear and the targets are appropriate/realistic to the time scale. As a guide teaching schools are looking to deploy their SLEs for 15 days per year. 9. Should SLEs be available on demand? SLEs are not for intervention/fire fighting. Their deployment should be foreseen and dependent on the whole school improvement plan. 10. What is a reasonable expectation of the flexibility of deployment of an SLE? SLE s have timetabled commitments at their schools, therefore receiving schools will have to accommodate this. 11. How is the impact of SLE deployment to be evaluated? How the impact of the SLE is monitored will be specified in the Deployment Agreement Form. 12. Is the SLE involved in the initial meetings to discuss the Deployment Agreement? Yes once the Teaching School has received the request for SLE support and has identified an available, suitable SLE to carry out the work, the SLE will contact the Head of the requesting school to discuss the Deployment Agreement Plan. 17

18 LeTS Deployment Agreement Plan: APPENDIX 1 Teaching School Rushey Mead Teaching School Tel Deployment Ref: Melton Road, Leicester Ext LE4 7PA SLE Co-ordinator Jasbir Mann Sgreen@rusheymead-sec.leicester.sch.uk SLE Name SLEs School SLEs Job Title: Category of Expertise: Tel: Areas of Expertise: Supported School Headteacher Main Contact Name of school leader(s) being supported Deployment Start Date Schedule of Visits Tel: Job Title of Supported School Leader(s): Deployment End Date TOTAL NO. DAYS AGREED Type of Deployment (e.g. diagnostic, support, research) : Key focus area of support (Please indicate below the main priorities of the deployment and any relevant contextual information) 18

19 Agreed Targets Type of evidence to be gathered to demonstrate impact Key indicators to be identified (e.g. improved exam results, attendance, Ofsted evidence, reduction in in-school variation) Funding arrangements and total costs to be invoiced, including details of any subsidies Full funding is available for SLEs for the Academic Year 2013/14. The SLE s School will receive 240 per full day of deployment, to include cover and travel costs incurred by the SLE. Signed.. SLE job title and School Signed Lead Contact for Supported School Date Signed Headteacher of Supported School Signed.. Lead Co-ordinator: School to School Support and Partnerships Please return the signed form to Sarah Green before the deployment commences: sgreen@rusheymead-sec.leicester.sch.uk or Rushey Mead School, Melton Road, Leicester, LE4 7AN 19

20 Specialist leaders of education (SLE) Deployment evaluation form APPENDIX 11 To be agreed by all parties (the SLE, the supported school and the teaching school). If helpful, two copies of this form may be completed separately by the SLE (as a self-evaluation) and by the supported school, before bringing the two sets of comments and ratings together for discussion and final agreement. Deployment details Specialist Leader of Education details: Name: School name: Supported school details Supported school name: Local authority: Headteacher name: Main school contact: Name of commissioner: Deployment start date: Time commitment agreed (e.g. length, number of days per week): Review of Progress achieved during the Contract For each of the targets that were identified in the original contract for the deployment, please summarise the impact made by the SLE and the evidence to support this. Agreed targets Progress made and evidence of impact Rating (Red/ Amber/ Green) 20

21 Please evaluate the following using a RAG rating Rating (Red/ Amber/ Green) The SLE s role in facilitating support and influencing change The overall success of the deployment Additional comments (where unsatisfactory progress has been made, please identify reasons): Please suggest how the partner/supported school can continue to make improvements in the focus area and the requirements for any additional support: Signed (SLE) (Headteacher of supported school) (SLE Director of Teaching School) Date On completion, please copy for each partner and to [insert teaching school address] 21