{"id":1491,"date":"2020-06-24T14:29:58","date_gmt":"2020-06-24T14:29:58","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=1491"},"modified":"2021-06-10T08:16:55","modified_gmt":"2021-06-10T08:16:55","slug":"support-for-school-leadership-teams","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/support-for-school-leadership-teams\/","title":{"rendered":"Support for School Leadership Teams"},"content":{"rendered":"<div id=\"pl-1491\"  class=\"panel-layout\" ><div id=\"pg-1491-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-1491-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-1491-0-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<h2><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/autumn-term-teaching\/\"><img decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-6130 \" src=\"https:\/\/sites.reading.ac.uk\/wp-content\/uploads\/sites\/42\/2019\/08\/Back-Arrow-e1565604225291.png\" alt=\"\" width=\"45\" height=\"45\" \/><\/a><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2>Support for School Leadership teams<\/h2>\n<p>School leadership teams have a key role to play\u00a0in\u00a0leading and coordinating the adoption and application of the <a href=\"http:\/\/www.reading.ac.uk\/web\/files\/leadershipgroup\/TL_Framework_202122_-_published_21_04_21_V1.0.pdf\" target=\"_blank\" rel=\"noopener\">T &amp; L Framework for 2021\/22<\/a>. Schools, led by their School Director of Teaching and Learning, have scope to adapt the Framework, whilst ensuring consistency, so it is suitable for varying contexts and discipline-specific teaching and learning practices. This website aims to support you in leading and coordinating this process.<\/p>\n<style>#sp-ea-1604 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-1604.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-1604.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444444;}#sp-ea-1604.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-1604.sp-easy-accordion>.sp-ea-single {background: #ef7945;}#sp-ea-1604.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #ffffff;font-size: 16px;}<\/style><div id=\"sp_easy_accordion-1775453774\"><div id=\"sp-ea-1604\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-16040\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse16040\" aria-controls=\"collapse16040\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> CQSD Liaisons for School Leadership Teams <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse16040\" data-parent=\"#sp-ea-1604\" role=\"region\" aria-labelledby=\"ea-header-16040\"> <div class=\"ea-body\"><p><span data-contrast=\"auto\">Each School leadership team has two designated liaisons from CQSD to provide a central access point for continued support for 2021\/22.<\/span><\/p><p>We can support you with your ongoing thinking around coherent curriculum design, supporting students online and technologies and tools for online learning.\u00a0This support may be via meetings and\/or sitting on working groups at Programme, Departmental or School level.<\/p><p><span data-contrast=\"auto\">Working with your School liaisons will also enable CQSD to signpost the range of central guidance and support available. This approach will also help us to ascertain any discipline specific requirements to support targeted exploration of solutions, the sharing of good practice, and identify the training and development needs of colleagues so that the ongoing support and resources provided centrally are fit for purpose.<\/span><\/p><p><span style=\"text-decoration: underline;color: #d2002e\"><strong>List of\u00a0CQSD Liaisons for School Leadership Teams<\/strong><\/span><\/p><table style=\"height: 621px;width: 838px;border-style: dashed;border-color: #000000\"><tbody><tr style=\"height: 56px\"><td style=\"height: 56px;width: 349px;border-style: solid;border-color: #50535a;text-align: left\"><strong>School\u00a0<\/strong><\/td><td style=\"height: 56px;width: 205px;border-style: solid;border-color: #50535a\"><b><span data-contrast=\"none\">Technology Enhanced Learning (TEL)<\/span><\/b><\/td><td style=\"height: 56px;width: 274px;border-style: solid;border-color: #50535a\"><b><span data-contrast=\"none\">Academic Development &amp; Enhancement (ADE)<\/span><\/b><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Agriculture, Policy &amp; Development<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\">\u00a0<span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:l.j.mccann@reading.ac.uk\">Lauren McCann\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:c.e.mccullagh@reading.ac.uk\">Clare McCullagh\u00a0\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Archaeology, Geography &amp; Environmental Science<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:m.c.papaefthimiou@reading.ac.uk\">Maria\u00a0Papaefthimiou\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><a href=\"mailto:a.j.savage@reading.ac.uk\"><span style=\"color: #ff0000\">Alexandra Savage<\/span><\/a><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Arts &amp; Communication Design<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:j.fairbairn@reading.ac.uk\">Jackie Fairbairn<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:a.s.buckingham@reading.ac.uk\">Angela Buckingham\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Biological Sciences<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:j.fairbairn@reading.ac.uk\">Jackie Fairbairn<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:n.m.brooke@reading.ac.uk\">Nina Brooke<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Built Environment<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:l.j.mccann@reading.ac.uk\">Lauren McCann\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:c.e.mccullagh@reading.ac.uk\">Clare McCullagh\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Chemistry, Food &amp; Pharmacy<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:j.fairbairn@reading.ac.uk\" target=\"_blank\" rel=\"noopener\">Jackie Fairbairn<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:aaron.cooper@reading.ac.uk\">Aaron Cooper\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Institute of Education<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:m.c.papaefthimiou@reading.ac.uk\">Maria\u00a0Papaefthimiou\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:e.m.hyder@reading.ac.uk\">Eileen\u00a0Hyder\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">International Study &amp; Language Institute<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:l.j.mccann@reading.ac.uk\">Lauren McCann\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:a.s.buckingham@reading.ac.uk\">Angela Buckingham\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Henley Business School<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:m.c.papaefthimiou@reading.ac.uk\">Maria\u00a0Papaefthimiou\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><a href=\"mailto:a.j.savage@reading.ac.uk\"><span style=\"color: #ff0000\">Alexandra Savage<\/span><\/a><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Humanities<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:j.fairbairn@reading.ac.uk\">Jackie Fairbairn<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:j.cordy@reading.ac.uk\">Jo Cordy<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Law<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:e.herrod@reading.ac.uk\">Emma Herrod\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:aaron.cooper@reading.ac.uk\">Aaron Cooper\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Literature &amp; Languages<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:l.j.mccann@reading.ac.uk\">Lauren McCann\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:e.m.hyder@reading.ac.uk\">Eileen\u00a0Hyder\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Mathematical, Physical &amp; Computational Sciences<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:m.c.papaefthimiou@reading.ac.uk\">Maria\u00a0Papaefthimiou<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:n.m.brooke@reading.ac.uk\">Nina Brooke<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Politics, Economics &amp; International Relations<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:l.j.mccann@reading.ac.uk\">Lauren McCann\u00a0<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:aaron.cooper@reading.ac.uk\">Aaron Cooper\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">Psychology &amp; Clinical Language Sciences<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\">\u00a0<a style=\"color: #ff0000\" href=\"mailto:j.fairbairn@reading.ac.uk\" target=\"_blank\" rel=\"noopener\">Jackie Fairbairn<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:aaron.cooper@reading.ac.uk\">Aaron Cooper\u00a0<\/a><\/span><\/td><\/tr><tr style=\"height: 56px\"><td style=\"width: 349px;border-style: solid;border-color: #50535a;text-align: left;height: 5px\" scope=\"row\"><b><span data-contrast=\"auto\">University of Reading Malaysia &amp; NUIST Academy<\/span><\/b><\/td><td style=\"width: 205px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:m.c.papaefthimiou@reading.ac.uk\">Maria\u00a0Papaefthimiou<\/a><\/span><\/td><td style=\"width: 274px;border-style: solid;border-color: #50535a;height: 5px\" scope=\"row\"><span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"mailto:a.s.buckingham@reading.ac.uk\">Angela Buckingham\u00a0<\/a><\/span><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-16041\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse16041\" aria-controls=\"collapse16041\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Top Tips for School Leadership Teams<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse16041\" data-parent=\"#sp-ea-1604\" role=\"region\" aria-labelledby=\"ea-header-16041\"> <div class=\"ea-body\"><p><strong>Collaboration and co-ordination<\/strong><\/p><ul><li>Assemble a team to provide strategic leadership and co-ordination giving thought to delegation and shared responsibility.<\/li><li>Promote individual and collective ownership (colleagues and students) of the design and quality of on-campus and online student experience.<\/li><li>Identify and empower T &amp; L \u2018champions\u2019 (e.g. colleagues with expertise in online learning) in your Programme team\/Department\/ School to support you in leading on application of the Framework.<\/li><li>Ensure proportionate demand on colleagues and resource.<\/li><li>Plan early to give colleagues sufficient time to prepare and include plans for evaluation from the outset. The <span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"\/wp-content\/uploads\/sites\/35\/2021\/05\/2021_22-Framework-Planning-and-Reflecting-Template.docx\" target=\"_blank\" rel=\"noopener\">2021\/22 Teaching &amp; Learning Framework planning and evaluation template<\/a><\/span> can help you to do this.<\/li><li>Communicate expectations and plan for quality assurance across the programme, taking into consideration institutional policies and processes and requirements of professional, statutory and regulatory bodies.<\/li><\/ul><p><strong>Consistency, coherence and contextualisation<\/strong><\/p><ul><li>Take a\u00a0<b>programme level approach<\/b>\u00a0to ensure a coherent and consistent online learning experience whilst maintaining \u2018module personality and academic voice\u2019*, for example:<ul><li>Adoption of a regular pattern for the release of <span style=\"color: #ff0000\"><a style=\"color: #ff0000\" href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/module-road-maps\/\" target=\"_blank\" rel=\"noopener\">weekly plans<\/a><\/span> and associated online learning materials and activities across all modules (for example releasing supporting material for the next week\u2019s interactive session the day after the previous week\u2019s session).<\/li><li>Use of a shared Blackboard module template with default menu headings agreed at Department\/School level to provide a well organised, logically structured, and easy to navigate consistent Blackboard layout (The<span style=\"color: #ff0000\">\u00a0<a style=\"color: #ff0000\" title=\"https:\/\/sites.reading.ac.uk\/tel\/blackboard-threshold-standards\/\" href=\"https:\/\/sites.reading.ac.uk\/tel\/blackboard-threshold-standards\/\" target=\"_blank\" rel=\"noopener noreferrer\">Blackboard Threshold Standards<\/a>\u00a0<\/span>can help you do this).<\/li><li>Use of an appropriate range of <a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/how-to-teach-online\/online-teaching-what-technologies-should-i-use\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: #ff0000\">technologies <\/span><\/a>across the programme balanced with the need for appropriate support and structure.<\/li><\/ul><\/li><\/ul><p><strong>Support for colleagues and students<\/strong><\/p><ul><li>Be proactive in anticipating the needs of colleagues and students who may be unfamiliar and unconfident with teaching and learning in a flexible way.<\/li><li>Signpost (and adapt to your context where appropriate) the centrally available guidance and support for colleagues and students.<\/li><li>Consider staff training &amp; development requirements and plan for (team) development of skills required.\u00a0Provide regular opportunities for colleagues to get together to discuss teaching and share good practice. Celebrate and disseminate your success in your School\/Department and beyond.<\/li><li>Consider how you will support students with new ways of learning and plan for ongoing development of skills required (e.g. digital and time management skills), through embedding and coordinating support at programme and module level.<\/li><\/ul><p><span style=\"font-size: 8pt\">Adapted from Obexer, R. (2018). \u2018Scaling Online Learning: The Case for a Programme-level Approach\u2019, in Altmann, A., Ebersberger, B., M\u00f6ssenlechner, C. and Wieser, D. (ed.) <em>The Disruptive Power of Online Education<\/em>. Emerald Publishing Limited: pp. 7-25<\/span><\/p><p><span style=\"font-size: 8pt\">*Terminology from <span style=\"color: #d2002e\"><a style=\"color: #d2002e\" href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/active-digital-design-webinar\">University of Surrey\u2019s Active Digital Design<\/a><\/span> approach<\/span><\/p><\/div><\/div><\/div><\/div><\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Support for School Leadership teams School leadership teams have a key role to play\u00a0in\u00a0leading and coordinating the adoption and application of the T &amp; L Framework for 2021\/22. Schools, led by their School Director of Teaching and Learning, have scope to adapt the Framework, whilst ensuring consistency, so it is suitable for varying contexts and [&hellip;]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-o3","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/1491"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=1491"}],"version-history":[{"count":4,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/1491\/revisions"}],"predecessor-version":[{"id":2028,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/1491\/revisions\/2028"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=1491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}