Specialist leaders of education (SLEs) are outstanding middle and senior leaders with a particular area of expertise and the skills to develop the leadership capacity of colleagues in similar positions in other schools. If you feel that your school would benefit from the skills of an SLE, take a look at the profiles below. We have more profiles being added all the time. If you can not see a specialist for your area of development listed below, please contact email@example.com who will endeavour to source an outstanding practitioner to benefit your school.
More profiles coming soon....
We have a wide range of SLEs who can support your schools in a number of areas. Below is a little more information about some of the SLEs we have accredited. If you would like further information on any of our SLEs, or wish to discuss how we could help you in your school, please contact firstname.lastname@example.org
Anna Manifold is a teacher with almost two decades of classroom experience. She spent the first ten years working for the London borough of Havering and since then has worked across a variety of Essex schools. A large proportion of her time has been spent within Year 6 with particular knowledge and experience with SATs.
Since 2012, she has devoted her time to developing teachers’ and pupils’ skills in mathematics. Anna completed her MaST (maths specialist teacher) qualification focusing on progression and mastery. She has a passion for enriching children’s mathematical experiences through a focus on resilience, perseverance and the development of pupils’ independent problem-solving skills.
She has been the leader of an upper primary phase, part of the SLT and the Mathematics lead.
In her early years, Anna has been a subject leader for other curriculum areas and was an accredited Artsmark Assessor. She worked as a SCITT mentor and provided support and training for trainee teachers. This also included providing training to those on the teacher training SCITT across the South East of England.
Anna has worked closely with and supported those in all phases of their professional career. From trainee teachers, NQTs, experienced teachers and leaders.
Jessica Smith is currently year 6 teacher and Assistant Head Teacher at Cherry Tree Academy, Colchester. Jessica specialises in English and has been leading English in schools for the last 6 years. Jessica is also the leader of English across 5 Multi Academy Trust schools, where she leads and supports in-school English leads as well as mentor new leaders. Jessica has a passion for literacy and English and has supported school leaders to moderate, monitor and support their own staff as well as planning an all through curriculum centred largely on good quality texts and stimuli.
She has worked with a variety of schools in her role as SLE outside of the Multi Academy Trust: forming action plans, conducting reading audits, moderating writing, and developing new leaders. One long term project in Suffolk in 2017, found her working whole school supporting the consistency of teaching and learning across the school and developing a culture of teacher inquiry and professional learning through guided observation.
Jessica has delivered training on Talk for Writing, Reciprocal Reading, planning English, teaching spelling and creating an engaging reading culture within schools.
Jessica is currently studying for her Master’s degree in Education: language and literacy. She has just completed her first year and has found that the higher level of study has had a significant impact upon her knowledge of pedagogy which she has already started to filter through her schools.
John Poulson is in his second year as the Deputy Head Teacher at Iceni Academy in Colchester and is the Mathematics Lead for the Connected Learning Multi Academy Trust.
He combines his current year 4 class teaching responsibilities (he has taught across the primary age range through to year 6) with leading assessment and his specialism - Mathematics at Iceni.
He focuses on all areas of mathematics, including but not exclusively: teaching styles and lesson structure; learning and moving pupils on swiftly, with the aim of keeping up rather than catching up; and the formative assessment of Mathematics, helping all pupils to make the best possible progress at each stage of their learning to reach their potential. He has done this successfully through different strategies such as coaching staff and modelling lessons both with his own and other’s classes.
His successes include moving Iceni Academy from Serious Weakness to Good -
‘Leaders carry out detailed monitoring of the standards in teaching and learning and take effective action when they identify an area of weakness. For example, as a result of actions to improve the teaching of mathematics, pupils have significantly improved their reasoning and problem-solving skills’.
Lisa Corby is in her second year as Head of School at Iceni Academy in Colchester. Prior to this she led Maths, Pupil Premium, SCITT mentoring and is a trained OLEVI facilitator. Her specialism is staff development, Maths and Assessment. She is passionate about developing teachers and leaders who want to make a difference to outcomes for children. She uses an analytical approach to identify professional strengths and then uses techniques of coaching, demonstration, shared practice and reflection to build skill sets. Her successes include developing failing trainees to become outstanding practitioners, NQTs to become Middle Leaders and Middle Leaders to become Senior members of staff. The latest Ofsted report states:
‘Staff value the professional support provided by senior leaders. Teachers are particularly appreciative of the mentoring support that they receive, and the opportunity to share good practice with others. Consequently, staff morale is high.’ Ofsted June 2018.
Nancy is a Key Stage 2 teacher at Chipping Hill Primary School, a DfE designated National Support School. Her core responsibility is as English Subject Leader for Key Stage 2 and lead for Guided Reading across the school. As a member of SLT, she has worked in her own school to lead positive change which has resulted in significantly improved achievement for all children. Through provision auditing and review, research and development and trial and redesign, she has formulated key solutions to overcome barriers to reading and enhancement of explicit links within Reading and Writing. As such, outcomes are significantly above National and confidence amongst staff is high.
Through her current role, she regularly leads training and moderating events for staff and governors. As a practitioner, she believes in the evolution of pedagogy to meet the changing needs of children within a more diverse society. Through purposeful structure, organisation and clarity of practice, she ensures teaching within her own classroom and the teaching within her core duties at Chipping Hill stretches beyond best practice into next practice.
Dan Sheehan is currently Assistant Head Teacher at Silver End Academy, which is part of the Connected Learning Multi-Academy Trust. He has a wealth of classroom expertise, innovate ideas and the creativity to foster pupils enjoyment of learning- something he is incredibly passionate about pursuing. Working in collaboration with a range of stakeholders, across multiple schools, Dan has been a ‘Leader of Learning’ with a focus on improving teaching and learning towards outstanding through CPD and exemplar curriculum plans.
Moreover, Dan is an accredited facilitator of the Olevi Improving Teacher Programme and the Outstanding Teacher Programme This entails facilitating a focus on learning and the children, raising the quality of teaching practice through tools and strategies to deepen thinking and inspire young minds.
His specialism is Mathematics and as subject co-ordinator at his school, Dan has worked on embedding a mastery curriculum with a focus on promoting and creating a shared vision for why mathematics is important. This has been achieved through his development of curriculum planning, sharing teaching ideas and providing professional development training for colleagues.
Other Areas of Expertise
OLEVI ITP and OTP
Katie is an SLE for Assessment and Maths. During her career she has completed the masters module in becoming a specialist teacher of Mathematics as well as becoming an accredited PD lead. She has lead initiatives in school including the bar model, which she has delivered training on across a wide range of schools. During her time as a Maths lead she has provided training in many areas including, mastery, challenge, using Numicon across the Primary Phase and good quality pedagogy.
Katie has been Assessment Lead for individual schools as part of her role as SLT and then as a Deputy Head Teacher. In addition to this, she lead assessment across five MAT schools. She was responsible for successfully setting up tracking systems in schools and training members of staff in how to use them effectively. Alongside this, Katie has worked with Head Teachers to support in the running of progress meetings, data collection and analysis of data. As lead of assessment across a MAT, Katie was also tasked with collating data for the MAT and reporting to the CEO and CLO, including preparing documents and delivering at trustee meetings. During her time as Assessment Lead, she delivered training on how to accurately assess children, with a focus on triangulating work in books with data given and how that links to planning. Staff have commented that they had a better understanding of how to plan and correctly assess children in their class.
Katie has completed lots of outreach work during her career, with very good results. Data has improved and teachers knowledge has improved. This has been judged by Oftsed at some of the schools that she has worked with and the feedback that they gave the teacher.
Other roles during her career
Strategy Support Teacher
Advanced Skills Teacher
SCITT Lecturer for Assessment
Lead Assessment Practitioner
Creative Curriculum Lead
Claire has worked in school finance and personnel for over 25 years. She joined Powers Hall Academy prior to conversion when the school was still a central payment school. During her time at Powers Hall she moved the school to local payment, external payroll and supported through the Academy conversion and creation of the Multi-Academy Trust. She co-ordinated and supported four more schools through conversion into our Trust. The Trust Business Services have developed as the Trust grows. The schools operated independently initially with Claire overseeing the processes and consolidating the finances for the annual Audit. Since September 2017 Claire has been pivotal in moving the Business Services to a central system and location, installing PSF and managing all schools from one central base. Personnel, Payroll and Finance functions for the whole Trust are now administered from the Business Centre.
Claire has experience in the following systems: SIMS, FMS6, PSF and has developed many monitoring tools in excel with her Business Centre Team.
Claire has worked very successfully with all staff and has received good feedback on her professional and supportive approach. Claire is keen to support school business teams in all areas and share her knowledge and expertise.
Michelle Moore works at Trinity Road Primary School in Chelmsford. She has worked at the school for 17 years and has great relationships with parents, families, wider community and staff. She is the EYFS Leader in her school. Over the last 3 years we , as an EYFS team, they have worked hard on improving their outdoor learning environment and have made some real improvements in the way they approach child initiated and child led learning in the outdoor area. Looking at groups of children has been a focus for her own development and they have seen substantial increases in the amount of children reaching GLD as a result of this. She is passionate about the quality of interactions from all adults in the setting and has implemented long term planning, curriculum overviews and timetabled staff to cover all areas of provision- again resulting in good levels of progress being made for all learners.
She has worked as an SLE supporting phonics across EYFS and KS1 in a school in Witham and was pleased to have received good feedback regarding her support there.
Rebecca Newton is currently Deputy Head Teacher at Silver End Academy. She also currently shares the role of Director of the New Essex Teaching School. Rebecca has taught in KS2 with the majority of her teaching career working with Year 6, which has given her the opportunity to work in different settings at varying points in her journey, overcoming challenges that has strengthened her understanding of pedagogy, cognition and how children think and behave.
Within her current role, Rebecca’s main area of specialism includes induction and development work for ITT within the New Essex Teaching School Alliance. She is passionate about developing the skills of aspiring teachers, NQTs and their mentors to ensure the best quality support and enabling the teacher to thrive during their early years of teaching. She can facilitate and deliver programmes of study for ITT, NQTs and mentors. In addition to this, she validates assessments and quality assures the induction and ITT processes across the Connected Learning Multi Academy Trust, which currently includes 5 schools. Rebecca has a wealth of experience in working with trainees under difficult circumstances and has a great record of developing trainees and NQTs to become Good and Outstanding teachers. Rebecca also runs an Appropriate body for NQTs at Powers Hall Academy.
As part of her role as a Deputy Head Teacher over the last 2 years, Rebecca has coached and mentored members of staff in various aspects of pedagogy; including developing middle leaders and teachers to enable them to implement and develop innovative teaching strategies, classroom management and effective assessment methods.
Rebecca has also driven whole school initiatives such as Healthy Schools Enhanced Provision and development of the broad and balanced curriculum. As part of these initiatives, she has completed action plans including; research, delivering training to all staff and developing assessments tools to support teaching and learning in the foundation subjects. Rebecca has also coached individual members of staff on a 1-1 basis to support this.
Rebecca has a strong passion for mentoring and coaching teachers during the early stages to support retention and recruitment and the best possible outcomes for teachers and children.
James Gough is Head of School at Cherry Tree Academy in Colchester. Prior to this James spent a year working across 5 schools supporting all the teachers in those 5 schools to develop their classroom practice through coaching, monitoring and modelling good practice. James also worked with the middle leaders in those schools to develop their subject leadership practice.
Before working as a full time Specialist Leader in Education, James worked at an Outstanding school as a classroom teacher, during that time he was a member of the Senior Leadership Team and had subject leadership responsibilities across a number of key subjects including English, Mathematics and Assessment