Specialist Leaders of Education (SLE) as Research Mentors
Our teaching school alliance was involved in the Teaching Schools National Themes Research programme, Theme 2 ‘What makes great professional development leading to consistently great pedagogy?’ This has enabled us to scope and refine strategies for SLE leadership of school-based research and enquiry. Early on, we recognised the need to identify research advocates and to grow leadership capacity to facilitate and quality assure research hub activity. This presented quite a challenge and required a review of role specifications to make explicit the responsibilities of SLEs in relation to research and enquiry. It further necessitated consideration of the professional learning needs of the SLEs in fulfilling this role, leading to the design of an induction programme and ongoing development seminars for SLEs as research mentors. Importantly, this strand of work has been developed in the context of an overarching research strategy and culture, including research hubs, common research methodologies and ethical guidance, providing structures and an ethos in which SLEs can be successful.
Induction programme for SLEs
An audit of research capability revealed a gap in knowledge and understanding of teacher research among some senior leaders, including SLEs. Collated results of the audit gave rise to the following findings:
it cannot be assumed that outstanding teachers and leaders (designated as SLEs) have the capacity and skills to facilitate research groups and provide coaching and mentoring for teacher enquiry.
where teachers had studied at Masters level, a greater understanding was evident, but often few or no clear meaningful links were established between own study focus and impact on shaping pedagogy towards addressing school improvement priorities. This disconnect was surprising.
In response to these findings, an induction programme for SLEs as research mentors was written to support the development of research capability. This programme was co-designed with the SLEs to ensure it met their learning needs. The diagram below shows the key modules included in the induction programme. This was co-facilitated by the Head of Teaching School and Teaching School consultant, both of whom have continued to provide coaching support for SLEs. Following the diagram is a brief description of each of the modules.