Inspiring leaders; improving children's lives

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Wider School Focus

All Fast Track teachers are required to agree an objective with a Wider School Focus, which will enhance their management and leadership skills and contribute to the development needs of their school. This will need to be agreed between the Fast Track teacher, their headteacher and their in-school Fast Track mentor.

This key element of the programme benefits Fast Track teachers in a number of ways. It offers greater opportunities for them to shape their leadership style and builds confidence in their ability to take on challenges in new areas. It also brings with it the chance to gain exposure to, and a greater understanding of, the school and management as a whole and provides additional support for progression to Leadership Pathways, the National Professional Qualification for Headship, or Advanced Skills Teacher assessment.

The rewards from the Wider School Focus can be immense. Not least being the ability to influence and inspire colleagues, encouraging them to take real strides in how they deliver learning in the classroom.

Here's how some teachers have interpreted the Wider School Focus.

  • Andy Reece, based at a performing arts school, devised strategies to develop science through art. One example was working with the drama teacher to create a project around electricity.
  • Another teacher, working in an area with a high ratio of minority ethnic students, established a cultural twinning programme with a largely white school. This involved liaising with community leaders and other schools.
  • Majid Ditta radically developed his school's website. With the help of an IT consultancy, he trained the school administrator in running the site as well as involving his fellow teachers.
  • A large number of Fast Track teachers have explored how best to use technology in the classroom and many have taken on mentoring roles, either with students or newly qualified teachers.
  • One teacher worked with a local authority officer to tackle problems with disaffected secondary level Asian boys in their area. This has involved meeting parents and promoting more positive role models at home.

    • More details can be found in our case studies.