Teaching Leaders 2012 Development Coach Application Pack
Due by Tuesday, 14th February 2012
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Contents
Page
Section 1: What Is Teaching Leaders
3
Section 2: The Development Coach Role
3
2.1 Role Overview
3
2.2 Person Specification
4
2.3 What Do We Expect From Our Development Coaches?
4
2.4 Development Coach Commitments
5
2.5 Teaching Leaders’ Commitments to Coaches
5
2.6 Contractual Arrangements
6
Section 3: The Assessment Centre
7
Section 4: Induction and Development
8
Section 5: Coaching With Teaching Leaders
8
5.1 Why is Coaching Part of the Teaching Leaders Core Programme?
8
5.2 Teaching Leaders’ Philosophy of Coaching & Coaching Model
9
Section 6: Teaching Leaders’ Vision, Mission and Values
9
Appendices
Appendix One: Regional Coach Recruitment and Induction Timelines
12
Appendix Two: Teaching Leaders 2012 Development Coach Application Form
15
Appendix Three: Assessment Centre Venues
19
Appendix Four: Teaching Leaders Coach Expense Policy
20
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Section 1: What is Teaching Leaders
Teaching Leaders is an innovative non-profit organisation whose mission is to grow a
movement of outstanding middle leaders whose teams measurably raise the life chances of
children in challenging schools.
The programme was developed in partnership with four of the UK’s most forward thinking
organisations: Absolute Return for Kids (ARK), the National College, Teach First and Future
Leaders. We realise our mission by delivering two specific training and development
experiences: the Core Programme which is focused on retaining and stretching high
potential individuals; and Teaching Leaders On Demand which is focused on building
capacity across groups of middle leaders in one school.
The Core Programme was launched in 2008 with an inaugural cohort of 30 and has worked
with 300 participants across 150 schools in the South and North regions – and has secured
3-year funding from the National College for our expansion to all regions of England.
Following strong demand from schools to bring our programme to a wider audience, we
launched Teaching Leaders On Demand, and are currently delivering 30 modules to schools
in London, the South East, West Midlands and North West and aim to rapidly grow our client
base and product offering over the next two years.
It is an exciting time for the organisation. We recently received confirmation of £8.9 million of
expansion funding from the National College, which will enable us to train and develop over
1,000 participants across 400 challenging schools over the next three years. Our participant
numbers will be growing substantially year on year, with a target intake of 240 middle
leaders from across the country in 2012. As the organisation grows, there will be a key focus
on ensuring we grow our impact and mission; this will be done by maintaining programme
quality and innovation, building an outstanding team who deliver according to the Teaching
Leaders’ values, and building lasting relationships with schools making Teaching Leaders a
‘rite of passage’ for all middle leaders in challenging schools, and thereby influencing
national policy.
More information can be found at www.teachingleaders.org.uk.
Section 2: The Development Coach Role
2.1 Role Overview
The Development Coach role is a two year role supporting between 4 and 10 high potential
middle leaders to improve pupil outcomes in their departments or areas of responsibility.
Teaching Leaders participants work in challenging schools, and have been selected through
a highly competitive application and assessment process. Senior leadership experience in a
challenging secondary school is a minimum requirement for this role. The Development
Coach role is open to currently serving or former senior school leaders.
Coaching is a crucial and central part of both participants’ experience and development on
the Teaching Leaders Core Programme. Development Coaches are the link between our
curriculum and training delivered on the programme, supporting participants to incorporate
this learning into their practice as middle leaders. Coaching is the most personalised
element of the programme, and where participants see a direct impact within their roles, their
leadership and consequently outcomes for their pupils.
By the end of their 2 year personalised relationship with their Development Coach and
completion of the Teaching Leaders programme, participants will have:
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Overcome difficult situations through building their resilience and capacity to face
challenges head on
Learnt to objectively reflect upon their own practice within their school context
Planned strategically to deliver a high-impact Improvement Initiative
Lead highly effective teams and created a culture of accountability for themselves
and their teams
Understood and demonstrated a repertoire of leadership behaviours and
approaches
Used data fully to set targets, monitor progress and evaluate results
Developed the necessary confidence to fully step up to outstanding middle
leadership and are highly motivated to take on any future role.
2.2 Person Specification
Essential:
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Experience working as a senior leader in a challenging secondary school
An interest in, and passion for, developing middle leaders
An understanding of the challenging environments in which our participants work
A desire to develop as a Coach and professional
A desire to learn, show enthusiasm for working with Teaching Leaders, and see
becoming a Development Coach with us as a development opportunity
 Cultural fit – Development Coaches should be aligned with our mission and values,
and be flexible and comfortable with being a part of a growing, dynamic organisation
 Willingness to act as an ambassador for Teaching Leaders, demonstrating their
commitment to, and passion for, our programme when representing our organisation
 The ability to employ a variety of coaching models and techniques and to adapt
approach in accordance to the needs of individual participants moving along the
mentoring/coaching continuum with the participants as they develop
Desirable:
 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 Do We Expect From Our Development Coaches?
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They develop our participants to become outstanding middle leaders by unlocking
their potential to effectively lead their teams, raise pupil performance and become
self-aware school leaders
They behave professionally at all times and set appropriate boundaries
They work in partnership with our partner schools
They are resilient and mentally tough
They challenge and encourage
They know how to flex their style
They are honest
They set high standards
They are great at giving and asking for feedback to support their professional
development as a Coach
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They see themselves as part of the Teaching Leaders team and truly understand our
mission and programme, working with the regional teams to support participant
development
They are well organised, with good IT skills, and meet deadlines
2.4 Development Coach Commitments
The Development Coach core and per participant annual remuneration package has been
calculated to cover the following commitments:
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Complete 8 Coaching Visits per participant per year within the timeframe specified by
Teaching Leaders—6 of these are face-to-face visits completed in the participant’s
school unless exceptional circumstances apply; 2 are telephone visits; each visit is a
minimum of 2 hours long
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, topic, Coaching Visit Prompt and
timeframe for each of the 6 face-to-face and 2 telephone visits each year of the
programme; therefore we expect Coaches to conduct each Coaching Visit according
to the Coaching Visit Prompt supplied in advance of visits by the Regional Lead
Coach and Core Programme Manager
Record and upload Coaching Visit Reviews (CVRs) onto the Teaching Leaders
online Platform within 5 working days of completing each visit, capturing the
discussion and identifying agreed action points with dates for completion
Submit comments about participants’ development termly to be included in Termly
Progress Reports sent by regional teams to partner schools
Support participants to complete programme tools
Commit to attend the Residential and all Induction, Development and Supervision
Sessions (see Appendix One for dates); in the event that a Development Coach is
unable to attend a required session, it is the duty of the Development Coach to offer
payback time or submit a reduced invoice
Meet face-to-face with the Regional Lead Coach twice a year, and additionally as
necessary, for 1:1s as part of a quality assurance process
Attend any additional Coach Days as arranged by Teaching Leaders
Submit an invoice for 1/12th of annual contract on the 14th of each month to the
Regional Associate Director
Undergo a CRB check for Teaching Leaders
Commit to a coaching allocation of between 4 and 10 participants (to be finalised in
conversation with Teaching Leaders at the end of participant recruitment, normally
July)
2.5 Teaching Leaders’ Commitments to Coaches
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We will offer ongoing professional development including opportunities for peer
supervision and 1:1 support from the Regional Lead Coach
Membership of the European Mentoring and Coaching Council (EMCC) will be
provided to all Teaching Leaders’ Coaches; Coaches will be required to sign up to
the EMCC Code of Ethics (see EMCC website for details)
Coaches will be expected to attend 2 EMCC lectures/seminars per year as part of
ongoing CPD
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We will provide opportunities for each Coach to feedback on their Teaching Leaders’
experience and contribute to the ongoing development of our coaching programme
We will remunerate Coaches monthly for 1/12th of the value of their annual contract
2.6 Contractual Arrangements
Successfully appointed Development Coaches will be offered a consultancy contract with
Teaching Leaders. Contractual agreements will be formalised during July 2012, once
participant recruitment has ended and final participant numbers are confirmed. Contractual
coaching-load/participant allocation is subject to change in the event that participants leave
the programme or their school.
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. Remuneration is calculated by adding a set core amount and a per
participant amount. The core amount is remuneration for Induction and Residential (year 1
only), and ongoing development and supervision requirements including 1:1s with the
Regional Lead Coach. The per participant amount is dependent on coaching-load allocation
and is remuneration for required coaching work. The daily rate used to calculate the
remuneration for the coaching package is based on £400. Coaches will also be reimbursed
up to a maximum amount for travel to participants’ schools for face-to-face Coaching Visits
and for travel to central London, Manchester and Birmingham for induction, development,
supervision and 1:1 sessions. Please see the Teaching Leaders Coach Expense Policy in
Appendix Four.
Coaching remuneration package break down by year
Core Amount
Year 1 Amount
Year 2 Amount
August 2012-July 2013
August 2013-July 2014
11.5 days / £4,600
3.5 days / £1,400
3.5 days / £1,400
3.5 days / £1,400
Covering payment for
Induction & Residential (year
1 only) and ongoing
development, supervision
and 1:1s with Regional Lead
Coach
Per Participant Amount
Covering coaching work &
requirements
We will discuss desired coaching-load allocation with successfully appointed Development
Coaches prior to the issuing of contracts, but as a rule, Teaching Leaders will cap
coaching allocation: for Development Coaches who hold senior leadership positions in
schools, the maximum allocation is 8 participants, and for those Development Coaches who
are self-employed, the maximum allocation is 10 participants. This is to ensure Development
Coaches can meet the coaching commitments of coaching within the specified timeframes.
Additionally there is also a minimum coaching allocation, to ensure value for money for
the organisation: for Development Coaches who hold senior leadership positions in schools,
the minimum allocation is 4 participants, and for those Development Coaches who are selfemployed, the minimum allocation is 5 participants. We will require all successfully
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appointed Development Coaches to commit to the minimum coaching-load allocation in
order to coach with us.
For self-employed returning Coaches who will have coached for Teaching Leaders for at
least one year by the start of the 2012 cohort, and therefore have experience of the coaching
programme and timeframes, the maximum total coaching allocation is 12 participants, as
long as the Coach can meet the per cohort minimum allocation (e.g. can take on at least 5
participants from the 2012 cohort without exceeding a maximum of 12 participants total).
Section 3: The Assessment Centre
We are recruiting 12-15 Development Coaches to work with our London & South East
cohort of 120 participants, 9-11 Development Coaches to work with our North cohort of 90
participants, and 3 Development Coaches to work with our inaugural Midlands cohort of 30
participants.
Because we value attributes, professionalism and values more highly in our Development
Coaches than formal coaching experience, we have found that paper qualifications and
professional recommendations are not necessarily accurate indicators of candidate quality
and suitability. However, it is imperative that all Development Coach applicants have
senior leadership team experience in a secondary school as a minimum requirement.
We believe that Development Coach Assessment Centres provide an objective method for
comparing candidates and ensuring that they have the appropriate skills, values, and
personal attributes to work with our participants and organisation.
This 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 the final stage of the application process: an Assessment Centre.
Please be aware that we do not have capacity to give feedback at the application
stage due to the huge volume of applications we receive. Please refer to Appendix One
for region specific application timelines and Assessment Centre dates. Applicants can
indicate preferred Assessment Centre dates when submitting their Application Form.
The Assessment Centre will consist of 5 activities:
1. 30 minute Focussed Interview
This session is to learn more about you, your values, and experience developing and
empowering others to be successful.
2. 30 minute Live ‘Real Play’ Coaching Session
This session will be observed by one of our Assessors. The coachee will be an actual
current Teaching Leaders participant who has been briefed on the purpose of the
session and will bring a real issue to explore with the candidate. The purpose of this
session is to observe how you coach, your style and approach.
3. 30 minute Peer Reflection and Discussion of Live Coaching Session
During this session, all four Development Coach candidates invited to the
Assessment Centre will be asked to reflect upon and discuss their Live Real Play
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Coaching Session. The purpose of this session is to see how each candidate
engages in reflection with peers/fellow candidates.
4. 15 minute Feedback Session
During this session the candidate will be given feedback compiled by Assessors
during Live Coaching and Peer Reflection and Discussion. The purpose of this
session is to see how the candidate responds to feedback.
5. 15 minute Reflective Form
During this activity the Development Coach candidate will be given the opportunity to
reflect in writing on the Assessment Centre overall by analysing his/her performance
and learning from the Assessment Centre while also highlighting strengths and
development areas. This form will be read by the Assessment Panel.
All candidates who attend an Assessment Centre, should they request it, will receive
additional feedback from their Focussed Interview and Reflective Form.
Section 4: Induction and Development
All successfully appointed 2012 Development Coaches will be required to attend 3 induction
and development events. Details of these events can be found below; all dates, including
regional specific dates, can be found in Appendix One:
1. Development Coach Induction & Development Days
Development Coaches will be given an overview of the Teaching Leaders 2012
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 practice and develop their coaching
skills.
2. Participant Induction Day
The participant Induction Day is participants’ introduction to the Teaching Leaders
programme and regional teams. Development Coaches will continue their induction
during this day and spend the afternoon facilitating an activity and meeting
participants for the first time.
3. Participant Residential
Development Coaches will attend the participant Residential at Warwick University.
During this week, Coaches will facilitate sessions with participants, and attend further
induction and development sessions to prepare them for working with participants in
September.
Section 5: Coaching With Teaching Leaders
5.1 Why is Coaching Part of the Teaching Leaders Core Programme?
As an organisation, we believe that a coaching and mentoring culture supports us in
achieving our mission—developing outstanding middle leaders whose teams significantly
impact pupil achievement. We want to ensure that our middle leaders are equipped with the
necessary skills and support to deliver high quality leadership to their teams and pupils, and
we believe that coaching is a sound investment to support this.
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5.2 Teaching Leaders’ Philosophy of Coaching & Coaching Model
At Teaching Leaders we believe there is no single approach to leadership, rather, true
leaders are able to flex their style, approach and behaviour depending on the context, team
situation, challenge, and outcomes desired. We expect our participants to be fluid in their
approach to leadership. Similarly, we believe there is no single approach to coaching, and
we expect our Development Coaches to be fluid in their style when developing and
empowering others.
Development Coaches support participants’ development through a transformative approach
to coaching and mentoring, which is why we have chosen the Schmidt and Johnson (1970)
Continuum of Coaching Styles as our model.
At the start of the 2 year coaching relationship, it is likely that more use will be made of the
Development Coach’s specialised experience and knowledge to support the participant in
completion of Teaching Leaders’ tools, specifically the planning and early implementation of
the Improvement Initiative. Over the course of the 2 year relationship however, it is likely that
more use will be made of the participant’s experience and knowledge. The value of this
model for Teaching Leaders is that enables Development Coaches to be flexible in the
positions they take within the model and with participants over time.
Section 6: Teaching Leaders’ Vision, Mission & 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
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teaching and learning closest to the action on the front line of challenging schools: middle
leaders.
Our Mission
To grow a movement of outstanding middle leaders whose teams measurably improve the
life chances of children in challenging schools.
Our Values—we are and aspire to always be:
Mission Led
 We never forget why we are here and the challenges our participants face – we put
them first
 We have a strong sense of moral purpose that informs our decisions and actions
 We model outstanding leadership ourselves and challenge inappropriate behaviour
 We strive for the highest possible standards in our work
 We treat others how we would like to be treated ourselves
 We have respect for others and value different perspectives
Quality and Impact
 We measure the impact of our activities and outcomes and keep the focus on our
core mission through continuous critical analysis
 We plan efficiently, always meet deadlines and never break a promise
 We challenge as well as support each other and continually seek better ways of
doing things
 We voice concerns but are intolerant of excuses
 We seek out best practice and encourage intellectual debate
 We celebrate success but are humble and never complacent
Valuing Individuals and Collaboration
 We value everyone’s individual and different contribution to the collective mission
 We are comfortable with inter-changing team-leader and team-player roles
 We try to understand each other’s preferences and needs and strive to complement
each other
 We endeavour to manage conflict and competition if they arise, by keeping mission
and solution-focussed and creating a culture open to feedback
 We look out for, and show an interest in, each other and remember the value of the
personal touch
Innovation and Creativity
 We are outward-facing and open to new ideas – we take risks and welcome
innovation
 We challenge conventional wisdom and custom in the sector, but without arrogance
 We respond nimbly to change and accommodate innovation swiftly
 We are intellectually curious and make time and space for reflection and creativity
 We encourage creativity at all levels, tolerating error and sharing both successes and
failures openly and honestly
 We network externally energetically, seeking connections and cutting edge practice
Reflective and Responsive
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We use monitoring, evaluation and reporting pro-actively and rigorously as a regular
and integral part of our work
We plan strategically to designate time for self-evaluation and review
We continuously invite feedback, especially from participants and each other
We act on feedback and try to respond positively when we receive challenging
messages
We always try to see things from the perspective of the participants and to
understand their challenges, in pursuit of our mission
We assess our own performance regularly, thinking of ways to improve and
welcoming ideas from others
Open and Positive Engagement
 We openly embrace our organisation’s mission and make our own personal
contribution to it
 We are flexible and adaptable and respond dynamically to changing demands
 We keep up to date with the changing educational landscape, with a spirit of enquiry
and with direct experience where possible
 We remain optimistic in the face of setbacks and are prepared to adapt ideas and
schemes
 We take pleasure in our roles and in being part of something bigger than ourselves, a
wider movement
 We invest in developing trusting and productive relationships with each other, both
formally and informally
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Appendices
Appendix One: Regional Coach Recruitment and Induction Timeline
Region: London & South East
Contact: Thora Eberts
[email protected]
0203 116 0833
Date
Tuesday, 14th February 2012
20th – 24th February 2012
27th February 2012
Friday, 16th March, 3pm – 8pm
Saturday, 17th March, 10am – 3pm
Monday, 19th March, 10am – 3pm
Tuesday, 20th March, 10am – 3pm
Friday, 23rd March, 3pm – 8pm
Saturday, 24th March, 10am – 3pm
Monday, 26th March, 3pm – 8pm
30th March 2012
16th – 27th April 2012
Activity
Closing date to submit a completed Application
Form to Teaching Leaders
Applications reviewed
Candidates informed whether successful or
unsuccessful in their application. If successful,
the candidate will be invited to an Assessment
Centre.
We do not have capacity to give feedback at the
application stage due to the huge volume of
applications we receive.
London & South East Assessment Centre 1
London & South East Assessment Centre 2
London & South East Assessment Centre 3
London & South East Assessment Centre 4
London & South East Assessment Centre 5
London & South East Assessment Centre 6
London & South East Assessment Centre 7
Shortlisted candidates informed via email
whether or not they were successful at
Assessment Centre
Telephone feedback will be arranged for all
shortlisted candidates post the Assessment
Centre, if requested
London & South East Development Coach
Induction (location: London)
Participant Induction Day (location: London)
Friday, 6th July and Monday, 23rd July
2012 (attendance mandatory)
Friday, 13th July 2012 (attendance
mandatory)
Evening of 19th through 24th August
Participant Residential (location: Warwick
2012 (attendance mandatory)
University)
*No applications will be accepted from candidates who cannot commit to attend the
required July & August events.
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Region: North
Contact: Brenna Dorrance
[email protected]
0161 242 1195
Date
Tuesday, 14th February 2012
20th – 24th February 2012
27th February 2012
Wednesday, 14th March
Thursday, 15th March
Wednesday, 21st March
Wednesday, 28th March
Thursday, 5th April
16th April 2012
Activity
Closing date to submit a completed Application
Form to Teaching Leaders
Applications reviewed
Candidates informed whether successful or
unsuccessful in their application. If successful,
the candidate will be invited to an Assessment
Centre.
We do not have capacity to give feedback at the
application stage due to the huge volume of
applications we receive.
North Assessment Centre 1
North Assessment Centre 2
North Assessment Centre 3
North Assessment Centre 4
North Assessment Centre 5
Shortlisted candidates informed via email
whether or not they were successful at
Assessment Centre
North Development Coach Induction (location:
Manchester)
Participant Induction Day (location: Manchester)
Friday, 6th July and Monday, 23rd July
2012 (attendance mandatory)
Friday, 13th July 2012 (attendance
mandatory)
Evening of 19th through 24th August
Participant Residential (location: Warwick
2012 (attendance mandatory)
University)
*No applications will be accepted from candidates who cannot commit to attend the
required July & August events.
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Region: Midlands
Contact: Baz Chapman
[email protected]
Date
Tuesday, 14th February 2012
20th – 24th February 2012
27th February 2012
Thursday, 29th March
Wednesday, 4th April
16th April 2012
Activity
Closing date to submit a completed Application
Form to Teaching Leaders
Applications reviewed
Candidates informed whether successful or
unsuccessful in their application. If successful,
the candidate will be invited to an Assessment
Centre.
We do not have capacity to give feedback at the
application stage due to the huge volume of
applications we receive.
Midlands Assessment Centre 1 (location:
Manchester)
Midlands Assessment Centre 2 (location:
Manchester)
Shortlisted candidates informed via email
whether or not they were successful at
Assessment Centre
Midlands Development Coach Induction
(location: Manchester)
Participant Induction Day (location: Birmingham)
Friday, 6th July and Monday, 23rd July
2012 (attendance mandatory)
Friday, 13th July 2012 (attendance
mandatory)
Evening of 19th through 24th August
Participant Residential (location: Warwick
2012 (attendance mandatory)
University)
*No applications will be accepted from candidates who cannot commit to attend the
required July & August events.
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Appendix Two: Teaching Leaders 2012 Development Coach Application Form
Instructions
New Applicants
To apply for the role, email the following to [email protected] no
later than Tuesday, 14th February 2012:
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A completed Application Form
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a short CV—maximum 1 page
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Contact details of a referee—specifically someone you have coached/developed (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(s)
you are applying for in the email subject. 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 your 3 preferred
Assessment Centre dates. If your application is successful and you are invited to an
Assessment Centre, we will do our best to accommodate your preferences, but this may not
always be possible.
We do not have capacity to give feedback at the application stage due to the huge volume of
applications we receive.
Returning Teaching Leaders Coaches
We value the work of our existing Coaches and our new recruitment and selection process
will not affect any current contractual agreements. All current Coaches who wish to apply to
coach on the 2012 cohort, and are eligible to do so based on their current allocation and the
minimum and maximum allocation, will be asked to submit an Application Form but do not
need to submit a CV or a Reference or attend an Assessment Centre.
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Teaching Leaders 2012 Development Coach Application Form
Can you commit to all 2012 Development Coach required dates for the region(s) you are
applying as specified in Appendix One?
Yes
No
Can you commit to all requirements of the role as specified in Section 2?
Yes
No
Note: if you cannot tick ‘Yes’ to both boxes above at the application stage, we will not be
able to take your application further.
Name
Telephone Number
Email
Address
Are you representing an organisation, school or other business? If so, which one?
Which region(s) are you applying for?
London
South East
North
Midlands
What other programmes, organisations, etc do you work with (if applicable)?
What will your work commitments be from August 2012 through July 2013?
How many days per week would you be able to commit to Teaching Leaders, if successful?
1. Why Teaching Leaders?
2. When did you start developing/coaching others, and how did you develop a passion for
coaching/mentoring? (450 words max)
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3. What is your understanding of the challenges of coaching middle leaders working in
challenging secondary schools? (300 words max)
4. Summarise your philosophy and approach to coaching. (450 words max)
5. What do you see as your current areas for development as a potential Teaching Leaders
Development Coach, and how are you/will you address these? (300 words max)
6. Describe one recent coaching example and its outcomes and learning for you. (550
words max)
7. Is there anything else at this stage that you think is essential for Teaching Leaders to
know about you, your coaching, skills and practice? (250 words max)
Please indicate 3 preferred Assessment Centre dates below by entering 1st, 2nd and 3rd in
the column next to your 3 preferred dates, in order of preference. If you application is
successful and you are invited to an Assessment Centre, we will do our best to
accommodate your preferences, but this may not always be possible.
Region: London & South East
Venue: Central London
Dates
Time
Preference
th
Friday, 16 March
3pm – 8pm
th
Saturday, 17 March
10am – 3pm
Monday, 19th March
10am – 3pm
th
Tuesday, 20 March
10am – 3pm
rd
Friday, 23 March
3pm – 8pm
th
Saturday, 24 March
10am – 3pm
Monday, 26th March
3pm – 8pm
*Please note that candidates will not be required to attend for the full time stated above, as
interviews and other activities are staggered with differing starting and ending times for
candidates.
Region: North
Venue: Central Manchester
Dates
Time
Preference
th
Wednesday, 14 March
9am – 2pm
th
Thursday, 15 March
3pm – 8pm
Wednesday, 21st March
9am – 2pm
th
Wednesday, 28 March
9am – 2pm
th
Thursday, 5 April
3pm – 8pm
*Please note that candidates will not be required to attend for the full time stated above, as
interviews and other activities are staggered with differing starting and ending times for
candidates.
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Region: Midlands
Venue: Central Manchester
Dates
Time
Preference
th
Thursday, 29 March
3 pm – 8 pm
th
Wednesday, 4 April
10 am – 3 pm
*Please note that candidates will not be required to attend for the full time stated above, as
interviews and other activities are staggered with differing starting and ending times for
candidates.
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Appendix Two: Location Map for Assessment Centre
Region: London & South East
Venue
Teaching Leaders
65 Kingsway
London WC2B 6TD
0203 116 0833
Nearest tube station: Holborn (Central & Piccadilly lines)
Report to ground floor reception to be directed to Teaching Leaders’ reception on the 6th
floor.
Region: North and Midlands
The venue details in central Manchester will be sent to candidates who are shortlisted
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Appendix Four: Teaching Leaders Coach Expense Policy
Revised October 2011
Teaching Leaders reimburses expenses necessarily and reasonably incurred by coaches in doing their jobs.
All participant 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, CC ing the
Core Programme Manager.
Participant 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 participant 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 £50/per visit.
Claims should be made using the Teaching Leaders expense form and submitted with the monthly
invoice.
Type of expense
Travel costs:
Public transport
Taxis
When reimbursable
What may be
claimed
Information Evidence required
required
When necessary to
carry out any
participant 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 exceptionally late
end to meeting or
because quantities of
materials need to be
carried) or when
advised by the Teaching
Leaders central team
Cost of taxi fare.
Date, origin,
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 topup for TfL Zones 1
and 2.
Receipt
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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 40p
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 £50 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)
Not reimbursable
Reason for
stay
Itemised hotel bill
Reason for
meal
Itemised restaurant
bill
Accommodation:
Hotel
When not reasonably
Bed and breakfast
practical to return home only, not to exceed
£85 within London
or £70 outside of
London without prior
approval
Hotel extras
(newspapers,
minibar, laundry
etc)
Not reimbursable
Meals while
travelling
Only if an overnight
stay is reasonably
required or during a
Teaching Leaders
international trip
Reasonable meal
costs (excluding
alcohol) will be
reimbursed.
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