Supporting Teacher Leadership is a prototype programme which is aimed at teachers and others in the system who have significant experience of leading learning and teaching through practitioner enquiry in their contexts and would like to develop their confidence to support others to take an enquiring approach to practice.

The programme is developmental in nature and will support participants to progress from their current experience of supporting colleagues. The programme will support participants to develop against the following GTCS Standards:

Standards for Career-Long Professional Learning

Enquiry and Research: lead and participate in collaborative practitioner enquiry.

Sustaining and Developing Professional Learning: lead and contribute to the professional learning of all colleagues, including students and probationers.

Standards for Leadership and Management

3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences.

A cohort of participants was recruited in November 2017 and the prototype programme will run from January to March 2018 as follows:

  1. Exploring, reflecting and planning: A two-day residential which supports participants to reflect on teacher leadership and their experiences of enquiry, leading to collaboratively planning approaches to supporting others to develop as enquiring practitioners.
  2. Leading in context: Participants liaise with school and system leaders in their context to identify teachers who would welcome support to develop their understanding of practitioner enquiry and then provide this support using the outcomes from the first phase of the programme. Depending on prior experience, participants may aim to provide this support to colleagues in their school, or to teachers and school leaders in other schools in their local authority, or wider regional collaborative. Participants collaborate with each other online throughout this phase.
  3. Reflecting and sharing: A one-day process which supports participants to reflect upon and share their progress and learning thus far and plan next steps.