We embarked on the LP programme because we wanted to recognise the excellent practice that was happening in our classrooms delivered by our teachers and we wanted to do that using a framework that allowed our staff to gain national recognition. When staff join the LP programme they go on their own journey and they push the boundaries. The framework not only guides the LP through that journey but really challenges them to be the very best they can possibly be all of the time.
Lead Practitioner’s greatest value is as a rigorous process for improving teaching and learning right the way across your school or wider school groupings, such as MATs and Teaching School Alliances.
By providing consistent professional development disciplines – rooted in action research and evidence-based teaching and learning – Lead Practitioner Accreditation empowers professionals to improve together, in all settings and phases.
The many senior leaders who have taken groups of teachers through Lead Practitioner Accreditation point to the powerful effect of underpinning the goals of the school or network with the consistent, tried-and-tested Lead Practitioner standards.
What is it?
Lead Practitioner Accreditation: An insight into the accreditation framework and support.
How to get involved: Find out more and express your interest in the programme.
Lead Practitioners can turn whole-school priorities into tangible classroom impact
Don’t take our word for it, watch the video below and hear from support staff, teachers and senior leaders of schools who have had great success with Lead Practitioner Accreditation.
Melanie Davies, Senior Lead Practitioner, Newmarket Academy, shows how the lead practitioner role has helped to move her school from special measures to good, and to make increasingly valuable contributions to the MAT.
Marie Harris, SSAT lead practitioner, Solace yoga teacher and charity co-ordinator, ACE Academy, shows how a varied curriculum across several different topics can provide the building blocks for KS4.
Read more about Bay House School’s initiatives since completing LP Accreditation.
Applying research evidence through co-planning gives teachers the best chance of delivering great lessons, writes Eliza O’Driscoll, Effective Teaching and Research Lead, Bay House School and Sixth Form.
Steve Lee, Sutton Community Academy, describes their overhaul of the process, which made access easier for both students and staff, and has boosted completion by removing the possible excuses
There are many nuances in the understanding and management of pupils with autism, explains Yvette Jackson, head of English, Bay House School and Sixth Form
Schools are essentially a fantastic research laboratory, and the Lead Practitioner programme encourages people to evaluate research, to think about it, to organise it, to work together and it is about becoming more professional.
Lead practitioners help to develop teachers, and teaching, in schools across Coventry
Blue Sky Teaching School Alliance
Leanne Casey, Deputy Head of St Michael’s Primary Academy, undertook the accreditation as she knew it would add weight to and enhance her SLE role, and allow her to work with a more outward facing agenda upon completion.
The LP accreditation in practice at Woolwich Poly
Woolwich Polytechnic Boys School in Greenwich
A comment on the accreditation from Headteacher Byron Parker.
The LP accreditation in practice - the natural synergy with TEEP
Northfield School and Sports College
Read about Gill Lamb’s, Deputy Headteacher at Northfield School and Sports College, experience with LP accreditation and the Teacher Effectiveness Enhancement Programme (TEEP).
The LP accreditation in local authorities
Cheshire West and Chester Local Authority
Read about how LP accreditation was implemented across Cheshire West and Cheshire Local Authority.
The LP journey is as important as the outcome at Shenley Academy
Shenley Academy undertook LP Accreditation with a cohort of teaching and non-teaching staff, which was seen as a valuable PD opportunity for participants at all stages of their career.
Developing leaders of teaching and learning through lead practitioners at Chobham Academy
Chobham Academy opened with the prospect of massive growth over the next few years and its leaders wanted to develop exceptional outstanding teachers with the potential to be leaders of teaching and learning across the federation.
Developing staff to lead from within, with Lead Practitioner Accreditation West Lakes Academy
West Lakes Academy
The leadership team of West Lakes Academy in Cumbria were considering how to enable some of their strongest staff to play a greater role in improving the quality of teaching and learning across the academy.
Shaping Teaching and Learning Whilst Developing Key Staff Castleford Academy
Castleford Academy’s experience and outcomes from LP Cohort Accreditation for staff, school and students.
Lead practitioners become a school’s Teaching and Learning coaches at Glossopdale Community College
Glossopdale Community College
The impact of LP Accreditation in Glossopdale Community College enabled the development of whole-school projects while celebrating the participants.
The impact of research at Bay House
Bay House School
One school who we know engages brilliantly with research is Bay House School, which is at the heart of Lead Practitioner Accreditation.
The Lead Practitioners have such an integral role in terms of school improvement: I really don’t know how we would have got such fantastic teaching and learning outcomes without them. Their role as coaches in improving teachers has been absolutely crucial in raising the standards of good and outstanding teaching at the academy. We started off around 50% good or outstanding teaching but by the end of the first year at 96% good or better teaching and 40% outstanding and they had such a crucial role in that.
Lead Practitioner Learning Centre
SSAT’s new Lead Practitioner Learning Centres are designed to fill the gap. The learning centres are schools that are already hubs of accredited Lead Practitioner expertise and are committed to extending Lead Practitioner’s principles and processes to their own networks.
They help other schools apply and manage the accreditation process, offering Lead Practitioner training programmes and building wider communities of LPs. The Centres help drive forward the profession but they also benefit themselves, opening up professional development routes for their own LPs and developing new sources of revenue.