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Green Light Teaching School Alliance

Green Light Teaching School Alliance

SLE Profile Information 2020 Secondary

John McNally - NLE  

CEO - Share MAT

Professional background:

John has been a headteacher since 2006 and led Shelley College between 2010 and 2018. He now leads a multi-academy trust comprising of secondary and primary schools in the Kirklees area and the Green Light Teaching School Alliance. He has held senior leadership positions in four different schools, in four different local authorities, serving a broad variety of communities.

John started his career as a maths teacher and he has held a variety of middle and senior leadership positions before becoming a headteacher. He has worked in partnerships with other schools throughout his career being a leader of Excellence in Cities networks, a member of specialist schools trust networks and a member of early headteacher coaching triads in the past.

John is also a registered OFSTED inspector

NLE areas of specialism:

  • Whole-school leadership;
  • Self-evaluation and development planning;
  • Quality assurance systems;
  • Familiarity with the OFSTED framework and processes;
  • Supporting governors.

Current role and responsibilities:

  • CEO of SHARE multi-academy trust;
  • National Leader of Education, leading Green Light Teaching School Alliance.

CPD / Training Delivered:

  • CEO training with UCL;
  • Executive Headteacher training with SSAT;
  • OFSTED inspector training, with lead inspector training due to start in late Spring 2018.

Why I became an NLE:

I find working in partnership with other leaders one of the most rewarding parts of my job. From a selfish point of view, I have never failed to take some good practice from schools I have supported, which has helped improve my own schools. I strongly believe that we learn together in any partnership and that sharing good practice, discussing common concerns and solving problems together can make a hugely positive difference to our practice.

I am also fortunate to work with a very talented team of leaders and practitioners. Together, we can provide a good level of support and challenge in nearly all situations. I see my job as helping leaders find their own solutions by asking the right questions and offering suggestions for the way forwards. Offering support is never about taking over but we can, perhaps, provide a helping hand or help somebody to see a situation from a different angle.

Lucy Sykes - SLE (Director GLA ) (PE, CPD, Quality Assurance, T&L) 

Professional background:

I am the Director of Green Light Alliance and the SHARE MAT Director of School Improvement.  This role includes supporting high quality Teaching and Learning across 8 different schools and leading the Teaching School for ITT's and NQT's.  In previous roles I have been an Assistant Principal for Teaching and Learning at Shelley College, an experienced SLE working across schools in West Yorkshire and a Head of PE.

SLE areas of specialism:

  • Teaching and Learning
  • CPD
  • School to school support
  • Quality Assurance procedures
  • Staff appraisal systems

CPD / Training Delivered:

  • Teaching and Learning strategies
  • Outstanding teaching
  • OLEVI Programmes
  • Leadership and development

Why I became an SLE:

I am passionate about high quality Teaching and Learning and remain focussed upon students achieving their personal best.  The knowledge and support that teachers, leaders and support staff can offer each other across schools is invaluable.  I value the opportunity to support others and share best practice.

Rebecca Hesmondhalgh - SLE - Art, T&L, Quality Assurance, Curriculum

Primary Executive Head Teacher

Professional background:

I am currently the Executive Head Teacher of three Primary Schools. My previous experience is as Vice Principal, School Improvement & Associate Vice Principal, Teaching & Learning; and as Lead Excellent Practitioner, and Head of Art. I have experience as a Head of Year (Years 7 -10), as an assistant Head of Year (Year 12/13), and as a second in department.
My current roles focus upon high quality teaching, learning & assessment, whole school quality assurance, school to school support & teacher training. I have 20 years of experience teaching Art & Design at secondary level (Years 7-13).

BA Hons Applied Art (Ceramics) – Edinburgh College of Art (Heriot Watt)
PGCE – Secondary (Art & Design) – Bretton Hall (University of Leeds)
MA Education (General) – Leeds University

SLE areas of specialism:

  • Curriculum
  • Teaching, Learning & Assessment
  • School to School Support & School Improvement
  • Quality Assurance
  • Curriculum
  • Art & Design
  • CPD

CPD / Training Delivered:

  • Outstanding Teacher Programme & Improving Teacher Programme (OTP/ITP) Facilitator – Olevi International
  • Olevi Power of Coaching Facilitator
  • Whole school training – Teaching, Learning & Assessment
  • Leadership training – Quality Assurance, Teaching & Learning, CPD, School Improvement
  • Art & Design school to school support & workshops

Why I became an SLE:

I am passionate about high quality teaching, learning & assessment, and remain focused upon student’s achieving their personal best though high quality first wave teaching, and strong leadership. The knowledge & support that teachers, leaders and support staff can offer each other across schools can be invaluable. The role of an SLE allows me to identify and prioritise needs, coach others to maintain change in their own school settings, and to build leadership capacity.  I value the opportunity to support others, and to leave teachers and leaders in a position in which they feel empowered and confident to develop independently.

Jennifer Templar (LLE) (Attainment, Pastoral, T&L, Curriculum, ARR, Specialist Schools)
 

Headteacher

School: Whitcliffe Mount School

Professional background:

With over 20 years teaching experience I am currently in my fourth year as Headteacher at Whitcliffe Mount School.  Previous leadership responsibilities involved oversight of:

  • Attainment
  • Curriculum
  • ARR
  • T & L
  • Specialist Schools
  • Pastoral.

Previously AST and a Head of Department, I was awarded AST status in April 2002 and NPQH in December 2007.

SLE Specialism:

Leadership and Management Curriculum Development

Current role and responsibilities:

Headteacher - leadership of the school, including:

  • SDP
  • SEF
  • Raising Achievement
  • Progress and Attainment
  • Finance
  • Staffing
  • Line management of Mathematics and English
  • Communication with Stakeholders.

CPD / Training Delivered:

  • Leadership of Data
  • Teaching and Learning
  • Curriculum Developments
  • Changes to Education
  • Lesson observations
  • The use of iris connect.

Why I became an SLE:

Being an SLE enables schools to work together to share experiences and learning to enable all students and staff to be the best they can be. We all learn from each other and this provides a vehicle for this to happen.

Sarah Backhouse - SLE (English)
 

Head of English Department

School - Shelley College

Professional background:

  • BA English Language and Literature
  • English teacher of 15 years
  • KS3 Co-coordinator for English – 2 years
  • Assistant Director of English – 3 years
  • Director of English 5 years

SLE areas of specialism:

  • Leadership of curriculum (KS3, KS4, KS5 – English) 

Current role and responsibilities:

Director of English & Media. I have the responsibility for KS3, KS4 and KS5 English Language and Literature at Shelley College. Also, KS4, KS5 Media.

I oversee a department of 12 teaching staff with a cohort of approximately 1,200 students.

CPD / Training Delivered:

  • Development of lead practitioners and TLR holders
  • NQT Training
  • Introduction of new specifications at KS4 and KS5
  • Establishing and maintaining effective marking policies
  • Using data effectively

Why I became an SLE:

I am motivated by the desire to achieve the best possible outcomes for all students and staff. Having developed my own department to be cohesive and successful and seen progress consistently improve. I am keen to share my knowledge and develop the skills of others in order to effect change and improve the outcomes for as many people – students, teachers and leaders – as possible.

Joanna Christian - SLE (Science)
 

 Director of Science

 School - Shelley College

 

Professional background:

I am currently the Director of Science at Shelley College.  Since starting my role I have delivered numerous training sessions to the Science department and other Curriculum leaders on a wide range of topics.  These include effective differentiation, marking and feedback, curriculum planning, scaffolding for the less able and other new initiatives.  I lead a large team of experienced staff as well as Newly Qualified Teacher's and work closely with the Head Teacher to improve Teaching and Learning in Science.

SLE areas of specialism:

  • Science
  • Teaching and Learning

CPD / Training Delivered:

  • Differentiation and scaffolding
  • Marking and Feedback
  • Curriculum planning
  • Intervention
  • Behaviour for Learning

Why I became an SLE:

Since starting the role as Director of Science I have relished the challenge of improving progress within the department and supporting staff and students in reaching their potential. I am looking forward to now sharing this knowledge across other school's and MAT's to improve outcomes for all.

Philip Cowling - SLE (ICT/Computing, Data) 

Assistant Principal - Student Achievement

 School - Shelley College

 Professional background:

Decades of experience as a Teacher and Leader ICT and Computing.

SLE areas of specialism:

  • ICT
  • Computing
  • Data
  • Assessment
  • Whole school leadership of using Data and Assessment

Current role and responsibilities:

Lead whole school data and assessment to drive student progress.  Continued use of ICT to support teaching and learning. 

CPD / Training Delivered:

  • Data and Assessment whole school
  • Dealing with Conflict In your department
  • Using online VLE’s to support teaching
  • E-Safety
  • Incorporating Modern Technology into the classroom

Why I became an SLE:

I have been fortunate to teach computing for many years and now am finally beginning to see the subject start to realise its potential and place in a modern curriculum. Helping colleagues work in their departments to provide the best leadership to enable this to happen is something that motivates me.  Wider aspects of leadership and developing leadership potential.  I have seen first -hand the impact a great leader can have, helping people develop this skill is exciting for all parties.

Andy Elliott - SLE (Geography, T&L)
 

Lead Practitioner Humanities & Lead Teacher of Geography

School: Thornhill Community Academy

Professional background:

I have been a qualified teacher since 2003. Prior to my teaching qualification I was a classroom assistant. It was during this time that I gained a passion for education and working with young people. After my PGCE, I worked as a teacher of SEN and Geography in a challenging urban school in Derby. I soon become Head of Geography and then Head of Humanities. My outcomes have always been very positive and I have supported the development of some wonderful teachers and HODs. These successes have been achieved through a lot of hard work and effectively evolving T & L practice to meet the needs of the rapidly changing educational climate as well as combining established practice with new and innovative approaches to T & L. 

SLE areas of specialism:

Geography & Teaching & Learning.

I am incredibly passionate about developing both pupil resilience and independence. Research helped guide me to develop lessons with far greater pupil autonomy; with guidance, students look at the most effective ways to demonstrate and evaluate their learning. Pupils have become highly self-motivated, engaged in Geography and regularly self-evaluate. Teacher feedback is continual, mainly verbal and subsequently has far more immediate and long term impact on all learners. This approach not only allows students to achieve their personal, academic best, but provides the essential skills and qualities for a hopefully successful and happy life that will enable them to add value to their community both now and in the future. This approach to T & L has helped Geography be consistently in the highest achieving academic subjects at every school that I have worked at.

Current role and responsibilities:

Lead Practitioner Humanities & Lead Teacher of Geography

CPD / Training Delivered:

My SLE position has enabled me to support a number of schools. This work has ranged from the development of organisational strategies and monitoring systems, getting ready for the new specifications, developing T & L, and has included working with schools both in preparation for and in response to Ofsted inspections. Additionally, it has allowed my own practice to develop. I have also organised and delivered the Geography network meetings which enabled me to be at the cutting edge of developments within the LEA and beyond.

Why I became an SLE:

I initially became an SLE to share some of the ideas that I had developed over the years that had been very successful. This has subsequently developed into a role that allows for effective networking, collaboration and sharing of both ideas and resources. I always leave a school that I support with as much as I take to it. It is a fantastic role that enables colleagues to learn from one another and develop their practice and create more effective learning opportunities for students.

Dan Exley -SLE (Mathematics)
 

Share MAT Mathematics Core Director

School: Share MAT

Shelley College

Professional background:

I am currently the Core Director of Mathematics for Share Multi Academy Trust. In addition I have been Director of Maths at Shelley College for many years, and am an experienced SLE.  I have worked across numerous faculties within Shelley College as an excellent practitioner and across numerous schools in West Yorkshire as an SLE focusing on mathematics.  Within these roles I have delivered training events on many aspects of teaching and learning as well as offering leadership support in a number of different maths departments.  I work across the alliance to offer school to school support for teachers and middle leaders.  This includes offering a full programme of CPD opportunities looking to improve practice in the classroom,  and working alongside lead teachers and TLR holders looking to improve strategic plans.

SLE areas of specialism:

  • Teaching & Learning with particular focus on Mathematics.
  • Leadership and management in Mathematics.
  • Raising attainment & School Improvement - Mathematics .#

Current role and responsibilities:

I current work as Share Multi Academy Trust's Mathematics Core Director overseeing our three secondary schools Mathematics curriculum and development. I work alongside Heads of departments and their teams to support, guide and facilitate.

Curt Farrar - SLE (Design Technology)
 

Leadership of Curriculum for Design and Technology

School: Upper Batley High School

Professional background:

I have been teaching for 6 years and have worked tirelessly in that time drive change and to provide a high standard of education for all learners in the area of Design and Technology. I am currently the Head of Design Technology at Upper Batley High School.

SLE areas of specialism:

My main areas of specialism are in Design Technology and the leadership of Design Technology curriculum.

Current role and responsibilities:

I am currently Head of Design Technology at Upper Batley High school and I have held that position since September 2013. My main responsibilities are to raise attainment and achievement and to monitor and support learner progress within Design Technology. I am also responsible for leading on and developing the Design Technology provision, ensuring that we provide a broad and balanced programme of study.  As well as my own duties as a classroom practitioner, I have responsibility over department finances, support and technical staff within Design Technology.

In 2016, Design Technology had its best set of results on record. Attainment increased by nearly 50% since 2013/14. This has come about through a determination to offer the best possible education for our learners.

CPD / Training Delivered:

During my teaching career I have delivered various CPD and training sessions mainly in the area of teaching and learning. These have included sessions on lesson planning and planning for SEND learners, differentiation and challenge. I have more recently worked with a new Head of Department to support them in how to run a department successfully and to bring about improvement.

Why I became an SLE:

I have previously worked with an SLE to drive change within my own department and team. I have seen first-hand what the role of an SLE entails and I have now been able to transform my own department to give all of our learners the best possible Design and Technology education with the support of that process. I now feel that it is my turn to share what I find to be best practice with colleagues in other schools.

I enjoy working with and supporting others, seeing improvement as a result of positive change is what motivates me. Within my role I have enjoyed working with and inspiring others to bring out the best in them. I am also deeply passionate about quality Design and Technology education.