Section 2: Guidelines around the crossovers between the SCT/ST role and other roles in a kura.

In this section:

2.1        Introduction. 5

2.2        Overlaps and distinctions between the SCT/ST and PCT Coordinator roles. 7

2.3        Overlaps and distinctions between the SCT/ST and PLD school lead roles. 7

2.4        Overlaps and distinctions between the SCT/ST and PGC Coordinator roles. 8

2.5        Overlaps and distinctions between the SCT/ST and Learning Support Coordinator/SENCO roles   8

2.6        Overlaps and distinctions between the SCT/ST and SLT (HR) roles

2.1 Introduction

When the SCT/ST role was developed it was stated in the Guidelines for Appointment (2012) that:

“It is not proposed that this role should necessarily replace any existing arrangements schools have for the support and induction for beginning teachers or teachers new to the school, or to replace any professional development programme in the school, for example, it is not intended to replace the PRT [now PCT] Co-ordinators. However, it may well complement existing support or be incorporated into it.”

In practice, this guidance has not always been followed. Schools have interpreted the role differently, and in some kura the SCT/ST role has become blurred, taking on additional workload previously carried by senior leaders or other funded positions.

The Guidelines also state that:

“It is important that this role be kept separate from any appraisal, performance management or competency judgements. The SCT/ST should always be seen in a support and guidance role, in order to operate with their teacher colleagues in a high-trust and confidential relationship”.

This provides a clearer basis for distinguishing roles. It makes clear that administrative work connected to appraisal, attestation, performance management or competency judgements does not sit within the SCT/ST role. 

SCTs are to be used on a self-referral basis; teachers coming to the Specialist Classroom Teacher for advice or support should have opted to do so themselves. In practice, it may be that a member of SLT or Middle Management suggests to a member of staff that they should be working with the SCT. In these situations, the staff member must still choose for themselves whether to work with the SCT. It is also very important that should they be involved in any kind of competency process, all parties are aware that anything discussed between the staff member and SCT is confidential. Any information about the forms of support, guidance, advice and observation feedback provided to the staff member can only be shared at the discretion of the staff member. Having these conversations with your Senior Leadership team and Middle Management early in the piece ensures there are clear expectations and understandings of how the SCT role is to be used in the school. 

This section clarifies the expectations of the Specialist Classroom Teacher, where the role overlaps with other positions in the school, and which responsibilities do not sit with the SCT/ST. The role titles discussed below vary between schools, and the responsibilities listed are indicative rather than exhaustive. School context and local negotiation will always matter, and some overlap is inevitable. [link to a sample set of actual cases, /range of school size/ different responsibilities]

2.2  Overlaps and distinctions between the SCT/ST and PCT Coordinator roles

[AS1] 

2.3  Overlaps and distinctions between the SCT/ST and PLD school lead roles

2.4  Overlaps and distinctions between the SCT/ST and PGC Coordinator roles

2.5  Overlaps and distinctions between the SCT/ST and Learning Support Coordinator/SENCO roles

2.6  Overlaps and distinctions between the SCT/ST and SLT (HR) roles

Back to the top

. 9