Profiles for our Specialist Leaders in Education (SLES)

SLE PROFILES SPECIALIST LEADERS IN EDUCATION

CHORLTON HIGH SCHOOL

SLEs SPECIALIST LEADERS IN EDUCATION 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 g.wilson@chorltonhigh.manchester.sch.uk

CAROLINE MORGAN ASSISTANT HEAD TEACHER - CURRICULUM DEVELOPMENT ENGLISH As Director of Quality Assurance, I am responsible for ensuring that the school has robust quality assurance measures and that we respond appropriately to the outcomes of QA. I am responsible for developing evidence enriched practice across the teaching staff and this links closely with our T&L coaching and observation model, something that I oversee. Finally, I also lead on whole school Reading, Writing & Communication (RWC); driving forward practice across curriculum areas on this. This last area lends itself nicely to my former experience as Curriculum Leader of English, a role I held at CHS for four years and across a period of significant curriculum change.

CAROLINE MORGAN ASSISTANT HEAD TEACHER - CURRICULUM DEVELOPMENT ENGLISH I am responsible for the following aspects of CPD within school: • Effective planning and delivery of CPD for Early Career Teachers, including NQTs and RQTs. I work closely with the NQT Professional mentor to ensure a continuity across the NQT and RQT years that ensures a two-year long programme of support and professional development.

• Coaching and observation model: I work closely with a curated team of T&L coaches to ensure that all teaching staff are able to develop their professional practice through formal observation and follow up feedback, and the development of an ongoing professional coaching partnership. This ties in closely with the development of research enriched practice and the development of a professional learning community here at CHS. • I have delivered a programme of CPD focusing on developing RWC across subject areas, with a specific focus on targeting disadvantaged students.

• I have delivered a programme of CPD focusing on the development of metacognition and self –regulation amongst students.

ALICE GIRAULT ASSISTANT HEAD TEACHER - CURRICULUM DEVELOPMENT SCIENCE I became a Specialist Leader of Education (SLE) during my time as Assistant Curriculum Leader in Science. During this time the department was going through a period of development due to significant curriculum reforms at both Key Stage 3 and KS 4, as well as having an influx of new staff with 3 NQTs having joined the department.

An initial audit of current practice revealed that teaching and learning required some improvement to ensure consistency across the department. Over the next year, I worked along with the rest of the leadership team in an overhaul of shared departmental planning alongside regular, highly personalised departmental CPD delivered through curriculum planning time. The result was a huge improvement in the quality of lessons being delivered and an increase in consistency of teaching and learning in the department(as evidenced by lesson observations, learning walks, book looks and work scrutiny data). This ultimately led to significant and sustained improvement in student progress and attainment in Science, which was reflected in GCSE exam results. The systems and processes put in place were sustainable for the team and as such the ethos of the department shifted to one of high expectation, collaboration and creativity in the classroom.

ALICE GIRAULT ASSISTANT HEAD TEACHER - CURRICULUM DEVELOPMENT SCIENCE Following my work within Science, I then moved on the to the role of Curriculum Standards Leader, where I was able to apply the same investigative approach to various other curriculum areas within school and drive improvement linked to a specific set of outcomes. Examples of work involved included; strategic tier of entry changes for Year 11 to move students across the C/D borderline, use of detailed trackers to ensure accurate teacher projections and a complex intervention around tracking use of time in controlled assessments.

Following my appointment as SLE, I have subsequently provided support to a number of Manchester high schools and a Secondary PRU. All of these projects have involved employing a similar approach in that an initial audit is carried out with the Curriculum Leader in order to address areas of need, a strategic plan implemented and carefully monitored over agreed timelines and impact is then measured and evaluated.

In September 2018 I was appointed as Assistant Headteacher at Chorlton High School, whilst still providing support as CSL where required. Now line managing three different Curriculum areas I am able to offer ongoing support and development with a more holistic view of the department rather than having such a specific focus. Furthermore, as part of my role, I oversee the CHS Teaching School with a huge range of CPD programmes in place ranging from a Teaching Internship aimed at 2nd year undergraduate students, extensive School Direct provision, outstanding NQT and RQT programmes as well as two leadership courses.

CATHERINE ROBERTS LEADER OF INITIAL TEACHER TRAINING My role within Teaching School 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, candidate work experience and trainee recruitment are the other main areas of responsibility. I was awarded SLE in 2015 for CPD and ITT. 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, utilising 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. New mentors join the team each year, often as others have progressed to their first TLR role. 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 and am a T&L coach.

CATHERINE ROBERTS LEADER OF INITIAL TEACHER TRAINING School to school support: I have been involved in setting up the MTSA School Direct programme at another Greater Manchester school. This has included training new Subject Mentors and working collaboratively with them to develop their skills across an academic year. For example, completing joint lesson observations to quality assure across all departments and staff working within the School Direct provision. My SLE role also involved working closely with the new Professional Mentor, in a coaching capacity, to support with the management of contrasting training placements and development of her role within the provision. I have developed resources that are used by mentors and trainees in eight primary and four high schools within MTSA. The skills I have developed as an SLE have to be transferable to different school settings and to new Subject Mentors, at various stages of their careers, each academic year. Being able to build trusting relationships quickly has been key to the successful growth of the MTSA programme across the schools we no work with. Aside from School Direct, I have also delivered training on developing ‘Independent Learners’ to another local high school. This Action Research approach meant I visited at key milestones throughout the year to gather feedback on the impact the training had on staff and students.

JODI FUSARO CURRICULUM LEADER OF ENGLISH 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.

School to school support: I have been involved in setting up the MTSA School Direct programme at another Greater I have also helped to drive a number of CPD/improvement

JODI FUSARO CURRICULUM LEADER OF ENGLISH 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.

School to school support: 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.

REBECCA COOPER PROFESSIONAL DEVELOPMENT COORDINATOR I was a Curriculum Leader of Music at Chorlton High School, having now moved into a whole school role within Teaching School, where I am responsible for the training of NQTs across three schools. I was instrumental in moving the Music department’s GCSE results from below average in 2016 to achieving a 100% pass rate over the past 3 years. I was also the Lead Internal Verifier for the BTEC Level 2 First Award in Music and led the department to achieve excellent exam results in this qualification too. I am an enthusiastic and dedicated practitioner and I am confident when working collabor atively with staff to drive standards within departments through a variety of methods such as cross-standardisation of work, curriculum redesign at both KS3 and KS4 and on both GCSE and vocational qualifications and ensuring robust quality assurances are put into place across departments. I am able to build rapport quickly with staff within other departments and utilise my coaching training to support them with their development needs.

School to school support: Over the last year I have been working with another Music department in Greater Manchester in an SLE capacity. Within this role, I have supported

REBECCA COOPER PROFESSIONAL DEVELOPMENT COORDINATOR their Head of Music with the redesign of their KS3 and KS4 schemes of work in order to create a cohesive curriculum across key stages; enabling students to build skills and knowledge as they progress through the school through a rigorous music curriculum. I have also supported with assessment, both at KS3 in terms of performance, composition and theory and also with the assessment of the BTEC qualification and developed staff confidence in this area too. Over the past few years I have also led standardisation sessions with music teachers in schools across the North West on both the AQA Music GSCE and BTEC Level 2 First Award in Music qualifications; with departments successfully passing moderation as a result.

ANDY GIBSON PROFESSIONAL DEVELOPMENT COORDINATOR Working as Professional Development Coordinator has allowed me to make a substantial impact on the staff I work closely with and, by extension, a significantly larger proportion of students. Working with trainees to established teachers, I take responsibility for improving the teaching and learning of myself and colleagues. I promote appropriate professional development and ensure a positive and effective contribution to the wider life and ethos of every school I work with.

I have been a Specialist Leader or Education in Mathematics since 2018 whereby I have supported the development of different departments and staff as well as the progression of Teaching and Learning across Key Stages and the whole school. I understand what constitutes outstanding practice, not only in Maths, but in teaching and learning across the curriculum. I use my strong interpersonal skills to communicate and collaborate with middle and senior leaders when realising their vision towards teaching & learning.

An additional responsibility I have held is as the TSST Lead for CHS. As a rapidly developing and innovative Teaching School that prides itself on being a centre of learning excellence,

ANDY GIBSON PROFESSIONAL DEVELOPMENT COORDINATOR CHS has celebrated excellent results in all Sciences and Mathematics. I lead the course which is receiving consistently Outstanding feedback after every session from all involved. The TSST course allows us to contribute to the development of teaching excellence on a much wider scale and raises our profile as a teaching school. Due to our popularity and success, CHS have been contacted by the NCTL to offer insights and support in running a successful programme.

As an SLE, you afforded the privilege of working with other schools to develop a collaborative approach to driving up standards of performance, teaching & learning and the excellent practitioners we have in Manchester. I take an analytical approach towards school and department data, staff voice and Ofsted reports/ School Development Plans. I identify the needs and abilities of the individual, department and/or school in order to set and establish new and innovative practices that have an impact towards student progress, closing the gap for PP, FSM and vulnerable groups and support the growth of leadership within others.

During my most recent commission, I coached many individuals across numerous departments with varying needs to raise the standards of teaching and student relationships. This was recognised and referenced in the schools’ summer OFSTED visit and by the school’s senior leadership team.

LUKE POWER ASSISTANT CURRICULUM LEADER OF ENGLISH I have been an SLE since June 2019. I have supported curriculum developments within the English department for the last two years. One of my main responsibilities has been embedding opportunities to develop staff subject knowledge and pedagogy of the English Language and Literature new specifications. In helping reshape our English curriculum, I have helped to implement and quality assure the depth and breadth of subject knowledge within our curriculum alongside reading, writing and oracy skills. I am highly proficient at designing engaging, meaningful and well-sequenced schemes of work, with a particular focus on bridging the gap between KS3 and 4 expectations. I regularly share teaching and learning resources as I recognise the significant impact of collaborating with others in order to secure good outcomes for students.

In addition, I organise, train staff and manage our school’s literacy intervention programme. I am trained by a Reading Recovery Leader from Barlow Hall Primary School in how to support lower level readers increase their reading age. I have then worked on designing classroom based lessons that incorporate the principles of the explicit teaching of reading skills and trained staff in this process. I also currently oversee our

LUKE POWER ASSISTANT CURRICULUM LEADER OF ENGLISH department’s oracy provision and co-ordinate opportunities for students to find and use their voice both inside and outside the classroom.

As a School Direct subject mentor for the last six years, I am experienced with coaching trainee teachers. I can set clear, manageable teaching and learning goals through constructive feedback. I also have a postgraduate diploma in Education Leadership from Manchester Metropolitan University for my project work on redesigning our school’s intervention programme and Year 8 pastoral curriculum. Last year, I drove character based form time developments and helped build a whole school pastoral progression model. I am highly experienced with mid and long term planning and staff training to ensure staff feel confident with implementing change.

School to school support: I am part of a literacy collaborative group working alongside Barlow Hall Primary school. The aim of this collaborative has been to share best practice when intervening with students who have lower literacy levels. I have presented my body of work on how to sequence reading and teach comprehension and shared teaching resources to aid with this. I have supported another Manchester school with training on how to scaffold writing and am also part of the Manchester literacy collaborative, where staff have worked together to help shape and standardise wider literacy initiatives. I have also worked with our partner schools within the Trust to conduct cross-centre standardisation of student responses to ensure accuracy with marking.

NATALIE SCOTT CURRICULUM LEADER OF HISTORY As an SLE, Subject Mentor, Professional Mentor and Teaching & Learning Coach, I have experience of developing staff across a number of departments at Chorlton High and across the Prospere Trust. As a Teaching and Learning coach, I have had the opportunity to work with staff to develop their use of evidence based Action Research in the classroom. I have worked closely with the Teaching School to deliver training to School Direct trainee teachers. I have been a successful subject mentor and have worked with a cohort in the professional mentor capacity. This has given me the confidence to give quality feedback and engage in developmental coaching conversations.

I am currently the Curriculum Leader for History. I have raised the accuracy of assessment across the department, ensuring there are consistent marking points and that the curriculum is consistent been delivered. I understand the journey departments have to take when writing the development plan and the quality assurance systems which need to be in place to ensure this is consistently achieved. I have worked hard with my department on our curriculum design, and know that these skills could be transferred to

NATALIE SCOTT CURRICULUM LEADER OF HISTORY work with other departments. As an experienced examiner and team leader for Edexcel, I understand the value of joint standardisation and moderation.

I have always had a passion for educational research because of the impact it can have in the classroom. As Curriculum Leader for History I have explored research and conducted my own investigations on memory, low stakes testing, feedback and rethinking assessment which have improved outcomes in history both at KS3 and KS4. I have also worked closely with Teaching School to plan, organize and deliver whole school Metacognition and Self-Regulated Learning training as part of the school development plan.

School to School support: I have worked with another History department in Greater Manchester to improve independent learning and challenge in the classroom. I am confident in using coaching conversations as a reflective tool to encourage staff to consider their practice differently and support them with their developing needs. I have led quality assurance both internally on a curriculum level but externally whilst working with other History teachers in schools in Greater Manchester.

SUSANNAH HAYGARTH LANGUAGE AND LITERACY COORDINATOR tbc

SUSANNAH HAYGARTH LANGUAGE AND LITERACY COORDINATOR tbc

RACHEL QUINN ASSISTANT HEAD TEACHER 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.

RACHEL QUINN ASSISTANT HEAD TEACHER 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.

SPECIALIST LEADERS IN EDUCATION

CHORLTON HIGH SCHOOL