Specialist Leaders of Education (SLEs) are outstanding middle and senior leaders, with at least two years’ leadership experience, who have the skills to develop the leadership capacity in other schools.
Chorlton High School has a number of SLEs with a range of expertise, including subject specialisms, CPD, and ITT. All our SLEs are designated through the Manchester Teaching School Alliance (MTSA), trained and experienced at working with other schools.
When deployed our SLEs will create a bespoke support plan in conjunction with the school being supported. This package will include the agreed area of focus, timescales, actions and impact measures.
If you would like more information in regards to SLE support available please contact Geraldine Wilson, Deputy Headteacher at email@example.com
Profiles of our SLEs
My name is Jodi Fusaro and I am the Curriculum Leader of English at Chorlton High School. I have driven the English department within this role for the last three years, focusing on securing the best possible outcomes for students within English Language and English Literature through: developing the quality of teaching and learning within the department, developing our knowledge of the new specifications and ensuring the English curriculum at CHS prepares all students to be successful at GCSE level and beyond. With the subject of English having undergone some significant changes over recent years, it has been important for me to respond to that change efficiently and effectively so that the learning journey of all students, from Year 7 right through to Year 11, is helping them to secure the best possible outcomes for them. This has resulted in some significant changes being made to the curriculum and assessment of KS3 within English and more focused work with primary schools taking place to ensure that the transition between primary school and secondary school is smooth and builds successfully on students’ knowledge from their primary school experience.
I have also helped to drive a number of CPD/improvement based initiatives as one of the school’s middle leaders. I have helped to drive the whole school focus of oracy through the English department – ensuring students have quality provision in place that allows them to use exploratory talk to enhance their learning experience within English. I have also taken this further in that I have delivered a number of CPD driving initiatives such as oracy and reading strategies. I have also been involved in the quality assurance processes that have run alongside the various initiatives I have been a part of.
Over the past two years I have been working closely with another English department in Manchester in an SLE capacity. I have helped to develop the quality of teaching and learning through in depth collaboration on the curriculum and assessment in particular. I have shared a wealth of resources with the school and helped to drive student outcomes by helping to embed the resources and strategies I have shared. We have carried out an extensive amount of cross-centre moderation to ensure that marking across both schools is consistent and we have shared good practice across schools, both schools benefitting from this cross-centre link. I have worked closely with the English Leadership Team and offered support and guidance over the last two years, and in particular, spent a significant amount of time sharing experiences of the first Year 11 cohort to go through the GCSE process with the new specifications. I have worked closely with the leadership team on unpicking trends and setting priorities for the new Year 11 cohort, in terms of developing and improving practice based on our shared experiences.
Leader of Initial Teacher Training- my role centres around the planning, delivery and quality assurance of the School Direct provision for secondary trainee teachers with MTSA. This is a school-led route into teaching so provider marketing and trainee recruitment are the other major focus of my role. I was awarded SLE in 2015 for CPD and ITT.
In school CPD- I am responsible for creating a year-long training programme for trainee teachers. This programme gives me the opportunity to work collaboratively with many staff across the school, as they use their skills and expertise to contribute to the programme. I have trained Subject Mentors in all curriculum areas, including effective observation and writing for impact and giving constructive feedback. I have also trained non-teaching staff, with line management responsibility, on a coaching model that will help structure performance management meetings. Finally, I have delivered a number of whole school CPD sessions, as part of INSET day, and have led on an Action Research group and small group CPD during the Monday meeting cycle.
Other school support- I have been involved in setting up the MTSA School Direct provision at another high school. This has included training Subject Mentors and doing joint lesson observations to quality assure across subjects. It also involves working closely with the new Professional Mentor, in a coaching capacity, to support with the management of training placements. I have developed resources that are used by mentors and trainees in eight primary schools within MTSA and have trained these mentors too. I have also delivered training on developing independent learning to another high school. This Action Research approach meant I visited again later in the year to gather feedback on the impact the training had during the year.
My name is Rachel Quinn and I was awarded SLE in 2015. I am a fully committed and enthusiastic practitioner with a wide skill set in Performing Arts, CPD, and coaching at both a department and whole school level.
Within Chorlton High School I have experience in creating and embedding an RQT training programme that supports staff after their rigorous NQT year; the RQT programme allows staff to work collaboratively with staff from different departments and take part in purposeful action research to help with their own teaching practice. I am experienced in planning and delivering CPD to whole staff and small group audiences on a variety of topics including the Respect agenda, developing creativity in the classroom and AQA Drama training. I am also experienced at observing and coaching teaching experience staff and ITT colleagues (PGCE & Schools Direct routes) in a number of schools.
As part of my role, I have also worked with another local school to support their CPD training programme. I worked collaboratively with the PE department to support and develop teaching and learning in practical lessons and I also worked with Key Stage 4 students in the History department to help improve engagement and creativity. This work includes observations, peer observations, joint planning, team teaching and coaching with staff. I am a conscientious and hardworking member of staff who is able to build effective relationships quickly to ensure the best outcomes for your school.