Susan Goddard, of the Lord Silkin School, Stirchley, has been appointed a Specialist Leader in Education (SLE), a programme which sees outstanding subject leaders are parachuted in to support counterparts and help improve their results.

The Government has created the new status for experienced and outstanding teachers who can become SLEs following an intensive programme of assessments and interviews.

Mrs Goddard, who is Assistant Head in charge of science specialism, said: “Classroom teachers are already able to call up on Advanced Skills Teachers and there are also support mechanisms in place for headteachers. The purpose of an SLE is to complement the existing important work of classroom-based experts.

“This is an exciting new role and I am delighted to have been successful in becoming an SLE which will entail working beyond the Lord Silkin School, supporting individuals or teams through coaching and mentoring.”

The scheme is run by the National College for School Leadership, with SLEs required to be outstanding teachers with experience in a specialist area and have a successful track record of working effectively in their own school. Mrs Goddard will be placed in schools requesting support via the Lord Silkin School partnership with Wood Green Academy, Sandwell.

SLEs must also be committed to outreach work and be able to provide evidence of coaching colleagues successfully and have the backing of the school’s leadership.

Headteacher Trevor Goddard said: “The Lord Silkin School has demonstrated beyond any doubt in the last few years that schools can improve and standards can be significantly raised. This is in no small way down to the commitment of our staff, including Sue, who will be an asset to any school which calls on her expertise.

The designation of Specialist Leader of Education was introduced by the Department for Education 2010 Schools White Paper, The Importance of Teaching, which outlines the government’s plans to raise standards and improve the quality of teaching and school leadership through school-to school support and peer-to-peer learning.

The role may involve one-to-one support; facilitated group support; use and analysis of date; diagnosis of strengths and areas of development. The work may also potentially play a key role in succession planning by helping to identify potential future leaders.