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Green Light Teaching School Alliance

Green Light Teaching School Alliance


The Green Light Alliance began working with a school in central Leeds in early 2017 to support leaders & teachers to establish routines & procedures across school, and to advance the teaching & learning across many areas of the curriculum. Support was offered to subject teachers, middle leaders & senior leaders though collaborative action planning & guidance.

We continue to work with this school to support progression; and continue to build strong relationships with staff to aid professional development, and impact upon the progress of all students. Read their testimonial …

“The school to school support that my school has received from the GLA has been invaluable. The quality and depth of support at all levels has led to a considerable improvement in a number of key areas within my school; from mentoring of NQTs to supporting and further developing experienced middle leaders and less experienced senior leaders. The support the GLA has provided has been above and beyond my expectations and has been described by several staff as The best CPD I have ever had”

Vice Principal, Secondary School, Leeds


“I found the support of a Green Light SLE helped me to learn how to be much more proactive in my role. As a result I became more efficient with my time and this allowed me to focus more on the aspects of the job I enjoy the most.”

Tom, Curriculum Leader


The Green Light Alliance has a wealth of experience working with classroom practitioners and middle leaders across the curriculum, and key stages. Our aim is to leave teachers and leaders with the knowledge and experience they need to confidently progress independently. Read their testimonials evaluating their experience of working with a Green Light SLE.


"At the start of the process, clear targets were discussed, with an understanding, none judgmental and respectful tone. I felt they were my targets, I had ownership".


"The anxieties I had were caringly discussed and simplified down so I knew; I only had to concentrate on one thing at a time".


“The support was clear and targets achievable”


“There was enough time given to allow new ideas to become embedded”


 “During the process I felt more in control and confident that what I was doing in each lesson was what the observers were looking for; this alone gives a teacher more confidence, which comes across in the lessons.”