Teaching Leaders
2015 Primary Development Coach Application Pack
Closing date for applications:
09.00 Monday 9 March
Page 1 of 19
Contents
Page
Section 1: Our vision, mission, organisation and values
3
Section 2: The Development Coach role
5
2.1 Role overview
5
2.2 Person specification
5
2.3 What do we expect from our Development Coaches?
6
2.4 Development Coach commitments
6
2.5 Teaching Leaders’ commitments to coaches
7
2.6 Contractual arrangements
7
Section 3: The Assessment Centre
8
Section 4: Induction and development
10
Appendices
Appendix One: Regional Coach recruitment and induction timelines
11
Appendix Two: Teaching Leaders 2015 Development Coach application form
13
Appendix Three: Teaching Leaders Coach expense policy
17
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Section 1: Our vision, mission and values
Our vision
Teaching Leaders’ vision is of a better society: one where life chances are not predetermined by
social class, nor shackled by educational disadvantage. In the belief that children’s success at school
can be driven not by social background but by the quality and kind of education they receive, we
want to strengthen the capacity of those who lead teaching and learning closest to the frontline of
schools in challenging contexts: middle leaders.
Our mission
To address educational disadvantage by growing a movement of outstanding middle leaders in
schools in challenging contexts.
Our organisation
Teaching Leaders is an education charity, specifically focused on developing outstanding middle
leaders working in challenging contexts. It was developed in 2008 in partnership with four of the
UK’s most forward-thinking educational organisations: the National College, ARK, Teach First and
Future Leaders.
We deliver high-quality leadership programmes for middle leaders designed to have a measurable
impact on pupil achievement. Those programmes are: TL Primary, TL Fellows, primary and
secondary TL Teams and Teams NPQML.
TL Primary was launched in 2014. It is a two-year programme designed for middle leaders who work
in primary schools in the most challenging contexts.
Our impact
Results for our 2012 secondary Fellows cohort show that GCSE A* - C in TL departments increased by
4.2 percentage points whilst national results fell.
Pupils in TL Fellows Impact Initiatives outperform the national averages for all pupils for 3 and 4
levels of progress in English. The picture for maths reflects the national trend.
TL Fellows work with 30% more low attainers than the national average. These pupils then go on to
outperform the national average in 3 or more levels of progress.
We do not, as yet, have impact data for our Primary programme.
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Fig 1: 2012 cohort Alumni Progression - Total number in cohort 180
TL Primary programme
This is an innovative and bespoke national middle leadership development programme.
The staged programme model focuses investment on those with the highest potential whilst
ensuring a greater number of middle leaders can be supported to make an impact on school
improvement as well as contributing to their own personal development.
In year one, the programme supports groups of middle leaders (TL Primary Associates), from eligible
primary schools, developing their skills and focusing their impact on school priorities, building a
national movement and local network. Towards the end of that first year TL Primary Associates
undergo an assessment process selecting those with the highest potential to go through to year two
and become TL Primary Fellows. A number of new second year participants join the programme
directly at that point. The second year of the TL Primary programme is more intensive, with a focus
on individual development across the school or between schools to build system leadership capacity.
Our values
Innovative; Optimistic; Collaborative; Uncompromising; Personal.
Teaching Leaders strives to demonstrate our values in everything that we do and are looking for
Development Coaches who are aligned with these values.
More information can be found at: www.teachingleaders.org.uk
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Section 2: The Development Coach Role
As an organisation, we believe a coaching and mentoring culture supports us in achieving our
mission: developing outstanding middle leaders who have a significant impact on pupil achievement.
We want to ensure our middle leaders are equipped with the necessary skills and support to deliver
high quality leadership to their teams and pupils, and we believe coaching is a vital investment to
support this.
2.1 Role overview
Coaching is a crucial and central part of our participants’ experience and development. Development
Coaches are the link between the curriculum and training delivered on the programme and the
school context, supporting participants to incorporate this learning into their practice as middle
leaders. It is the most personalised element of the programme, enabling participants to see a direct
impact within their roles, their leadership and consequently in outcomes for their pupils.
An understanding of best practice enables Development Coaches both to support participants in
designing their plan to improve pupil attainment (the Impact Initiative) and at the same time to
provide appropriate challenge to their thinking. For this reason senior leadership experience in a
challenging secondary school is an essential requirement for this role.
The Development Coach role is a two-year commitment supporting primary middle leaders to
improve pupil outcomes in their areas of responsibility.
2.2 Personal specification
Essential experience and attributes for the role are:
Professional experience


A minimum of two years current or recent experience as a senior leader in a primary school in a
challenging context (for definition see p 16).
Experience of developing middle leaders.
Knowledge and skills





An ability to employ a variety of coaching models and techniques, adapting approaches in
accordance with the needs of the group and individual participants.
An understanding of the challenging environments in which our participants work.
Experience of coaching or developing individuals or groups.
Excellent organisation and time management skills with an ability to meet deadlines.
Effective communication and IT skills.
Values and attributes




An ability to inspire and motivate others.
Cultural fit – you should be aligned with our mission and values, and be flexible and comfortable
being a part of a growing, dynamic organisation.
A commitment to your own learning and a desire to develop as a coach and professional
An ability to act as an ambassador for Teaching Leaders, demonstrating a commitment to, and
passion for, the programme when representing our organisation.
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Whilst a formal coaching / mentoring qualification and accreditation would be useful, the most
important factor for us is your commitment to your own development as a Coach and the
development of others.
2.3 What we expect from our Development Coaches
We expect Development Coaches to:
 Demonstrate a commitment to their continuing professional development.
 Build confidence through feedback, encouragement support and appropriate challenge.
 Inspire Fellows to see themselves as agents for positive change in their schools
 Strive to develop and maintain successful working partnerships.
 Demonstrate an understanding of other’s needs.
 Challenge Fellows to take appropriate action and not to seek to create dependence.
 Communicate Fellow’s progress with key stakeholders while maintaining agreed levels of
confidentiality.
 Engender confidence in Fellows to raise aspirations and achievement of their teams and pupils.
 Create a climate of support and accountability.
 Support participants in using a variety of school data sources.
 Enable participants to learn and modify behaviour through reflection, analysis and judgement.
 Facilitate successful problem solving techniques by asking challenging questions.
 Behave professionally at all times, establishing a contract and setting appropriate boundaries
with participants.
 Be well organised, with good IT and communication skills, and able to meet deadlines
2.4 Development Coach commitments
The Development Coach annual remuneration package has been calculated to cover the following
commitments:
Year One


Each Development Coach to have approximately ten learning groups.
To complete three two-hour group coaching sessions with each learning group, once per term,
within the time frame specified by Teaching Leaders. These will be held at the school of the
three Associates (or a lead school for a dispersed group).
Year Two
 Each Development Coach will have approximately 15 Primary Fellows in order to support more
intensive personal leadership development.
 Primary Fellows will receive six individual coaching sessions each of one hour over the year, two
per term. Half of these will be one-hour videoconference sessions such as Skype or telephone
sessions. The remaining sessions will be held at the lead school.
Throughout the programme Coaches will be expected to:
 Coach within our framework: we expect our Coaches to utilise their educational experience and
knowledge of coaching within the framework of our coaching programme, which is defined by a
set agenda and timeframe.
 Record and submit Coaching Visit Reviews (CVRs) within 5 working days of completing each
coaching session, capturing the discussion and identifying agreed action points with dates for
completion.
 Provide written feedback on the TL Platform to support participants in producing an effective
Impact Initiative.
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
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Support Associates in using our programme tools.
Submit comments about each Associate’s development in the spring term of Year One for
inclusion in the Termly Progress Reports sent by regional teams to schools. In Year Two termly
reports will be on the development of individual primary Fellows.
Commit to attend the relevant Coach and Fellow Induction programme, the Primary Induction
Weekend and the Residential at the start of the Fellows’ programme, including Coach
Development and Supervision Sessions.
Have a one-to-one discussion with the Regional Head of Coaching twice a year as part of the
Performance management process.
Undergo a DBS check for Teaching Leaders.
2.5 Teaching Leaders’ commitments to coaches


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We will offer on-going professional development including opportunities for peer supervision
and 1:1 support from the Regional Head of Coaching.
Membership of the European Mentoring and Coaching Council (EMCC) will be provided to all
Teaching Leaders’ Coaches. Development Coaches will be expected to accept and maintain the
principles outlined in the EMCC’s Code of Ethics. More information can be found at:
www.emcccouncil.org.
Development Coaches will have access to EMCC Regional Networks and events, forming a
considerable part of their on-going CPD.
We will provide opportunities for each coach to feedback on their Teaching Leaders experience
and contribute to the on-going development of our coaching programme.
2.6 Contractual arrangements
Appointed primary Development Coaches will be offered a consultancy contract with Teaching
Leaders. Contractual agreements will be formalised during July 2015, once final Associate numbers
are confirmed.
Each Development Coach will be issued an annual contract outlining remuneration for work
undertaken that academic year; the contract will be revised and reissued in the second year of the
programme.
The daily rate used to calculate the remuneration for the coaching package is £400. Coaches will also
be reimbursed, up to a maximum specified amount, for travel to participants’ schools for face-toface Coaching Visits and for travel to induction, development, supervision and 1:1 sessions. Please
see the Teaching Leaders Coach Expense Policy in Appendix Three for more details.
The remuneration package is made up of two elements. The core amount covers the Primary
Induction Weekend (Year One) and Residential (Year Two), and on-going development and
supervision requirements including 1:1s with the Regional Lead Coach. The per-learning group
amount (Year One) and per-primary Fellow amount (Year Two) is dependent on coaching load
allocation and is remuneration for required coaching work.
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Coaching remuneration package break down by year
Core Amount
Covering payment for Year 1 Primary Induction
weekend or Year 2 Residential (plus on-going
development, supervision and 1:1s with Regional
Head of Coaching
Amount based on coaching load
Year 1 Amount
Year 2 Amount
August 2015-July
2016
August 2016-July
2017
£1,800 (equivalent to
4.5 days)
£2,200 (equivalent to
5.5 days)
Per learning group
amount (3 x 2hours)
Per Primary Fellow
amount (6 x 1 hour)
£600
£400
We will discuss desired coaching-load allocation with successfully appointed Development Coaches
prior to the issuing of contracts but our expectation is that each Coach will have approximately ten
learning groups in Year One and a likely coaching load of 15 primary Fellows in Year Two.
Section 3: The Assessment Centre
We are particularly interested in recruiting Coaches in the following areas:
London and South East




London
Outer London
Medway /Kent
East Suffolk / Essex
North and North East





Greater Manchester
Merseyside, Liverpool
West Yorkshire, Bradford and Leeds
South Yorkshire, Rotherham
Teeside, Middlesbrough
Midlands


Birmingham
Coventry
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We believe Development Coach Assessment Centres provide an objective method for assessing
candidates and ensuring that they have the appropriate skills, values, and personal attributes to
work with our participants, partner schools and organisation.
The application and assessment process will enable us to better understand you and your strengths,
so we can make the best appointments for our organisation and match successful candidates most
effectively with our participants.
We will review all applications received by the deadline and those who are shortlisted will be invited
to participate in a telephone interview and an Assessment Centre.
Please be aware we do not have capacity to give feedback at the application stage due to the high
volume of applications we receive.
Please refer to Appendix One for region specific application timelines and Assessment Centre dates.
Telephone interviews will take place before the Assessment Centre.
Telephone Focused Interview
This session is to learn more about you, your values and your experience developing and
empowering others to be successful. It is also an opportunity for you to ask questions about the
role.
The Assessment Centre will consist of 5 activities:
1. Facilitation session
You will be asked to facilitate a 30 minute session with materials provided. This session will
look at your ability to deliver to a group. Please note: this activity is to establish that you are
able to fulfil your role as a Development coach. Should you wish to facilitate on the
programme you will need to undertake further assessment as a facilitator.
2. Observed group coaching session
Our Assessors will observe this session. The purpose of this session is to observe how you
coach, your style and approach.
3. Peer reflection and discussion
During this session, all candidates invited to the Assessment Centre will be asked to reflect
upon and evaluate their observed Coaching Session. The purpose of this session is to see
how you engage with peers.
4. Feedback session
During this session you will be given feedback compiled by Assessors during the Coaching
and the Peer Reflection and Discussion activities. The purpose of this session is to see how
you respond to feedback.
5. Reflective review
During this activity you will be given the opportunity to reflect in writing on the Assessment
Centre overall by analysing your performance and learning from the Assessment Centre
while also highlighting strengths and development areas. This Reflective Review will form
part of the assessment process.
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All candidates who attend an Assessment Centre, should they request it, will receive additional
feedback from their Focused Interview and Reflective Review.
Coach induction, participant induction and residential
events
Newly appointed 2015 Primary Development Coaches will be required to attend all of the events
outlined below.

Coach Induction 14 July
New Development Coaches will be given an overview of the TL Primary Programme, how
coaching functions within it, and the role of a Development Coach. Coaches will also be
introduced to the Teaching Leaders model of and approach to coaching and will be given further
opportunity to practise and develop their coaching skills. Attendance at the Development Coach
Induction is a requirement of the role, and in line with Teaching Leaders’ policy, only travel
expenses will be paid.

Primary Induction Weekend August 22 and 23
The Primary Induction weekend is an opportunity for further Development Coach induction and
an opportunity for Associates to meet Development Coaches for the first time.

TL Primary Fellow residential (August 2016)
Development Coaches will be needed for some of this period to facilitate sessions with primary
Fellows and to attend further Coach Development sessions.
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Appendix One:
Regional Coach Recruitment and Induction Timeline
Region: North & North East
Contact: Darren Whysall Head of Coaching, North
Darren.whysall@teachingleaders.org.uk
0161 6695614
Date
9 March 2015
8 May
15 May
20 May 2015
26 May 2015
03 June 2015
14 July 2015
22 and 23 August 2015
Activity
Closing date for applications
Telephone Interview 1
Telephone Interview 2
Assessment Centre 1
Assessment Centre 2
Assessment Centre 3
Development Coach Induction
Primary Induction Weekend
Region: London/South East
Contact: Christine Drummond Head of Coaching, South
Christine.drummond@teachingleaders.org.uk
0203 116 6364
Date
9 March 2015
19 March 2015
25 March 2015
31 March 2015
20 May 2015
14 July 2015
22 and 23 August 2015
Activity
Closing date for applications
Telephone Interview 1
Telephone Interview 2
Assessment Centre 1
Assessment Centre 2
Development Coach Induction
Primary Induction Weekend
Region: Midlands
Contact: Andrew Poulton, Head of Coaching Midlands
Andrew.Poulton@teachingleaders.org.uk
0121 796 1014
Date
9 March 2015
Activity
Closing date for applications
Page 11 of 19
19 March 2015
19 May 2015
20 May 2015
14 July 2015
22 and 23 August 2015
Telephone Interview
Assessment Centre
Assessment Centre
Development Coach Induction
Primary Induction Weekend
*No applications will be accepted from candidates who cannot commit to attend the required July
& August events.
*Please note that we are unable to pay travel expenses to those candidates invited to Assessment
Centre
Page 12 of 19
Appendix Two:
Teaching Leaders 2014 Development Coach application
form instructions
New applicants
To apply for the role, email the following to coach.recruitment@teachingleaders.org.uk

A completed Application Form

A short CV—maximum 1 page A4, double-sided

Contact details of 2 referees—specifically someone you have coached/developed and your
most recent line manager (we will only contact your referee if your application is successful)
Please note that all the information provided will be used in the strictest confidence.
When submitting your application, please put ‘Coach Application’ and the region you are applying
for (North, North East, London, South East or Midlands) in the email subject line. Any additional
information or documentation submitted by applicants, but not requested in the Application Form,
will not be reviewed or taken into consideration when short-listing.
Please see the tables at the end of the Application Form to indicate any dates where you would be
unable to participate in a telephone interview or Assessment Centre.
We do not have capacity to give feedback at the application stage due to the high volume of
applications we receive.
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Teaching Leaders 2015 Primary Development Coach
application form
Name
Can you commit to all 2015 Development Coach required dates as specified above?
Yes
No
Do you have experience of working as a senior leader (Assistant Head or above) in a primary school
in a challenging context?
Yes
No
Note: if you cannot tick ‘Yes’ to the above boxes we will not be able to take your application further.
Please provide the following additional information (please insert more rows if required):
Senior Leadership
Role Held
Dates
Key Responsibilities
School/Academy
Challenging
context (see
below)
At Teaching Leaders we define a challenging context as schools that meet one of the following criteria
Ever 6 FSM of 50% or more or
Ever 6 FSM of 25% – 50% AND under 75% of disadvantaged pupils gain level 4 or above in English and maths
(national average for all pupils) or
Under 60% of your pupils achieve level 4 or above in reading, writing and mathematics
Are you a serving school Leader?
No
Yes
Name of School / Academy
Telephone Number and Mobile number
Email
Address
Page 14 of 19
Which region are you applying for?
London & the South East
North & North East
Midlands
What other programmes, organisations, etc. do you work with (if applicable)?
What will your work commitments be from August 2015 through to July 2016?
1. Why would you like to work with Teaching Leaders? (100 words max)
2. Summarise your philosophy and approach to coaching. (300 words max)
3. What is your understanding of the challenges of coaching middle leaders working in primary
schools in challenging contexts? (300 words max)
4. What steps would you take as a Development Coach to support an inexperienced middle leader
in improving pupil outcomes? (250 words max)
5. Describe a recent time when you have developed/coached another staff member. What was the
outcome and what did you learn? (300 words max)
6. What do you see as your current areas for development and how are you addressing these? (100
words max)
7. Is there anything else at that you would like to add in support of your statement? (250 words
max)
8. Where did you hear about this post?
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Please indicate below if you are unable to make any of the dates for telephone interviews or for
Assessment Centres in your Region.
NB Candidates invited to attend an Assessment Centre will not be required to attend for the full day
as the activities have different starting and ending times for different candidates.
Region: London/South East
Telephone Interview
Assessment Centre
Region: North/North East
Telephone Interview
Assessment Centre
Region: Midlands
Telephone Interview
Assessment Centre
Page 16 of 19
Appendix Three:
Teaching Leaders Coach expense policy
Teaching Leaders reimburses expenses necessarily and reasonably incurred by coaches in doing their
jobs. All Fellow school visits, travel to Coach Development Meetings and Coach Peer Supervision
sessions is reimbursable in line with the below guidelines. Reimbursement for additional work
undertaken for Teaching Leaders by the coach will be agreed on a case by case basis.
Each coach is individually responsible for making sure that they do not incur unreasonable expenses,
and for getting prior approval if in doubt. As Teaching Leaders is a charity everyone is expected to
use the cheapest reasonable option: for example, public transport rather than taxis. There is no per
diem rate. Claims for individual items should be submitted for reimbursement to the Finance
Manager, (finance@teachingleaders.org.uk) cc the Programme Manager
Fellow Visits and Training Events (coach development meetings, peer supervision sessions):
 London: any Coach who resides outside of Zones 1-6 and travels in to London or who lives in
London and travels outside of Zones 1-6, or who resides outside of Zones 1-6 and travels to
areas outside of Zones 1-6 will be eligible to claim travel reimbursement for up to £30 per
visit. Any Coach who lives in London and is travelling within London for Fellow visits will be
eligible to claim travel reimbursement up to £15.

All Regions: Any Coach who travels more than 60 miles for an event listed above will be
eligible for travel reimbursement up to £70/per visit.
Claims should be made using the expenses section of the Teaching Leaders invoice template and
submitted monthly.
Type of expense
Travel costs:
Public transport
Taxis
When reimbursable
What may be
claimed
Information Evidence required
required
When necessary to
carry out any Fellow
visit or to attend a
work-related course
or conference outside
of the usual region of
work. Every effort
should be made to
obtain the best
possible fare for trains
and flights. Booking as
far in advance as
possible usually
ensures a cheaper
rate.
Travel by cheapest
practical mode and
always by standard
class: prior approval
required for all air
travel.
No reimbursement if
no extra cost incurred
(e.g. cost covered by
season ticket or
travelcard).
Date, origin,
destination,
reason for
travel
When not reasonably
practical to use public
transport (e.g.
because of
Cost of taxi fare.
Date, origin, Receipt
destination,
reason for
travel
Ticket or receipt
(may not always be
possible for tube/bus
journeys when
Oyster Card used,
but can be provided
for prepay Oyster
from TfL website)
In London: Quote
showing difference
between annual
train ticket and
annual ticket
including top-up for
TfL Zones 1 and 2.
exceptionally late end
to meeting or because
quantities of materials
need to be carried) or
when advised by the
Teaching Leaders
central team
Own car
When not practical to
use public transport,
or when use of own
car is cheaper (e.g.
when several people
are travelling)
Actual mileage at 45p
per mile
Cost comparison with
public transport
should include any
parking costs,
congestion charge
etc. Cars must be
insured for business
use. Fuel
reimbursement is
capped at £70 per
journey without prior
approval.
Date, origin,
destination,
reason for
travel,
mileage
Congestion
charge
When car used and
not practical to avoid
congestion charge
zone
Cost
Date, origin,
destination,
reason for
travel
Parking costs
When car used for
above reasons.
Cost
Date,
location,
hours,
reason for
usage
Ticket or receipt
where available
Fines (parking,
speeding,
congestion charge
etc)
Accommodation:
Hotel
Not reimbursable
Bed and breakfast
only, not to exceed
£85 within London or
£70 outside of
London without prior
approval
Reason for
stay
Itemised hotel bill
Hotel extras
(newspapers,
minibar, laundry
etc)
Not reimbursable
Meals while
Only if an overnight
Reasonable meal
Reason for
Itemised restaurant
When not reasonably
practical to return
home
travelling
stay is reasonably
required or during a
Teaching Leaders
international trip
costs (excluding
alcohol) will be
reimbursed.
meal
bill