Telephone: 01689 853798 | Email: wtsa@warrenroad.bromley.sch.uk

How to become a SLE

What to do if you would like to become a SLE

Who can apply:

To become an SLE, you need to have been in a leadership role below the headteacher for at least 2 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 don’t need to be in an outstanding school or a school that is part of a teaching school alliance, but your school will need to have the capacity to release you to work in other schools. You must have at least 1 specialism from our areas of expertise, which are based on the 4 areas of focus for Ofsted.

Ofsted focusAreas of expertise
Leadership and managementAcademies and academy transition; assessment; leadership of continuing professional development; school business management and financial management; leadership of curriculum
Pupil achievementArt; 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 teachingInitial teacher training and newly qualified teacher development
Behaviour and safetyBehaviour and discipline; attendance

To be successful in your application, you should have:

  • an understanding of what constitutes ‘outstanding’ in your field of expertise and the ability and confidence to communicate this
  • 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 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

There is no limit on the number of times a candidate can apply. There is no cost to apply. Candidates may apply to multiple teaching schools, but can only accept designation from one teaching school.

SLEs 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
  • 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. There is no minimum or maximum time commitment. You and your school will need to think carefully about capacity and negotiate your availability together.

There may be payment for specific placements, either from schools receiving support or from other organisations using your services, to help reimburse your school or pay for supply cover. Any payment will be agreed and managed by the headteachers and governors of the schools concerned, in line with statutory guidance.

+ What an SLE does

SLEs 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
  • 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.

+ Time commitment

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. There is no minimum or maximum time commitment. You and your school will need to think carefully about capacity and negotiate your availability together.

+ Payment

There may be payment for specific placements, either from schools receiving support or from other organisations using your services, to help reimburse your school or pay for supply cover. Any payment will be agreed and managed by the headteachers and governors of the schools concerned, in line with statutory guidance.