The school requesting support will complete a Deployment Request Form outlining the priorities for development. The SLE will complete a Deployment Form following the initial contact/visit and a Deployment Evaluation at the end of the deployment. SLE Logs: SLEs will keep a log of phone calls and visits which will be shared with the Teaching School Manager. SLE Commissioning Process: A need is identified for SLE support and a request for support is made. This could come from: Local Authority or diocesan body Individual school or academy DFE, National College or other national body Another teaching school alliance The Teaching School Receives a request for SLE support. The Teaching School Manager reviews the needs of the school to be supported and matches an SLE with the appropriate area of expertise and sufficient capacity to offer support. The matching process may also take aspects of the school into account: School phase School context Location/geography Specific experience Working style/approach The Teaching School Alliance, The SLEs own school and the school to be supported agree on the terms and scope of the deployment, including: The focus of the work Expectations for outcome and impact Any funding for the work Length of the deployment Frequency of contact (eg 1 day per week/1 term..)
The school requesting support will complete a Deployment Request Form outlining the priorities for development. The SLE will complete a Deployment Form following the initial contact/visit and a Deployment Evaluation at the end of the deployment. SLE Logs: SLEs will keep a log of phone calls and visits which will be shared with the Teaching School Manager. SLE Commissioning Process: A need is identified for SLE support and a request for support is made. This could come from: Local Authority or diocesan body Individual school or academy DFE, National College or other national body Another teaching school alliance The Teaching School Receives a request for SLE support. The Teaching School Manager reviews the needs of the school to be supported and matches an SLE with the appropriate area of expertise and sufficient capacity to offer support. The matching process may also take aspects of the school into account: School phase School context Location/geography Specific experience Working style/approach The Teaching School Alliance, The SLEs own school and the school to be supported agree on the terms and scope of the deployment, including: The focus of the work Expectations for outcome and impact Any funding for the work Length of the deployment Frequency of contact (eg 1 day per week/1 term..)
SLE%20Handbook%20July%202014(1).docx