Zoom log in time: 3:15pm

Course start time: 3:30pm

Course finish time: 4:30pm

A series of six 1 hour after school sessions over the course of 2024-25 (once per half term)

Becoming a subject leader for the first time (or being asked to change your leadership to a different subject area) can be daunting, but being given responsibility for a specific subject area can also be an exciting and fulfilling challenge.

This series of sessions is aimed at teachers who are just beginning on a journey on subject leadership. This might be your first area of leadership, or perhaps an area that you haven’t led before. Either way, we will be exploring the fundamentals of subject leadership that can be applied to any subject area.

Each session will focus on a specific aspect of subject leadership, and this is timetabled in the order that follows so as to best support you with your area of responsibility across the school year:

Session 1 – Action planning

Session 2 – Monitoring and feedback – teaching/books

Session 3 – Mid year review

Session 4 – Monitoring and feedback – pupil voice

Session 5 – Data and assessment

Session 6 – Evaluation and position statements

Each session will include some guidance on how to best approach the aspect being discussed, an opportunity to broaden the discussion amongst the group and the different challenges that are faced within each individual’s setting and a chance to network and share things that have worked well as part of the discussion. By completing this series of sessions, you will not only be learning from the facilitator, Alex, but you will be working alongside each other and supporting each other along the way.

Standards for Teachers’ Professional Development Statement

This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:

•       This professional development course has a focus on improving and evaluating pupil outcomes;

•       It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;

•       There is an expectation of collaboration and there will be expert challenge;

•       The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.